ABSTRACT
A book about beginning literacy usually focuses on children in kindergarten to second grade, yet some children fail to learn to read during these years because of specific reading disabilities. If these children are fortunate, they acquire their fundamental literacy skills later, in remedial programs. Less fortunate children with reading disabilities continue to struggle all their lives with reading, writing, and academic pursuits. The issues in the field of remedial instruction are similar to those in initial reading instruction: How can programs establish foundation skills in phonological and orthographic processing, and how can they ensure that the processes are integrated and applied in reading in context in a fluent and flexible manner? These questions fit well within the framework of this book, and they have long been the focus of our studies in Colorado using talking computers for reading remediation.
