Reading and Spelling Development and Disorders [Paperback]

This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Contents: Part I:The Development of Decoding Skills.A.M. Liberman,Why Is Speech So Much Easier Than Reading? P.B. Gough, S. Wren,The Decomposition of Decoding. W.E. Tunmer, J.W. Chapman,Language Prediction Skill, Phonological Recoding Ability, and Beginning Reading. U. Goswami,Rime-Based Coding in Early Reading Development in English: Orthographic Analogies and Rime Neighborhoods. L.C. Ehri,Word Reading by Sight and by Analogy in Beginning Readers. V. Muter,Phonological Awareness: Its Nature and Its Influence Over Early Literacy Development. J. Morais, P. Mousty, R. Kolinsky,Why and How Phoneme Awareness Helps Learning to Read. R.W. Barron,Proto-Literate Knowledge: Antecedents and Influences on Phonological Awareness and Literacy. Part II:Developmental Impairments of Decoding Skills.M. Bruck,Outcomes of Adults With Childhood Histories of Dyslexia. M. Snowling, N. Goulandris, N. Defty,Development and Variation in Developmental Dyslexia. R.H. Felton,The Development of Reading Skills in Poor Readers: Educational Implications. J.L. Metsala, G.D.A. Brown,Normal and Dyslexic Reading Development: The Role of Formal Models. J. Alegria,The Origin and Functions of Phonological Representations in Deaf People. R.S. Johnston,The Role of Letter Learning in Developing Phonemic Awareness Skills in Preschool Children: Implications for Explanations of Reading Disorders. &l“+