ABSTRACT
The papers presented in this volume are rather unique, and, taken together, represent an important contribution to the literature concerned with how children learn to read and spell. I say this for three reasons. First, they provide convergent and compelling documentation for Edmund H. Henderson’s theory of developmental reading, and, in fact, constitute the first major test of the theory. In my estimation, Henderson’s theory provides a very interesting and plausible account of the ontogeny of reading and spelling, especially as regards the relationship between these two skills. To see why I believe this, let me briefly review its essential features.
