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| Preface | |
| Acknowledgments | |
| List of Contributors | |
| Theoretical Foundations | |
| How Theories of Speech Affect Research in Reading and Writing | |
| Ability to Encode Phonological Representations: An Underlying Difficulty of Poor Readers | |
| The Role of Temporal Processing in Developmental Language-Based Learning Disorders: Research and Clinical Implications | |
| A Provisional, Integrative Account of Phonological and Naming-Speed Deficits in Dyslexia: Implications for Diagnosis and Intervention | |
| Subtypes of Dyslexia | |
| Subtypes of Dyslexia: An Old Problem Revisited | |
| Subtypes of Developmental Dyslexia: Differences in Phonological and Orthographic Coding | |
| Beginning to Read and Spell | |
| A Cross-Linguistic Study of Early Literacy Acquisition | |
| Sight Word Learning in Normal Readers and Dyslexics | |
| Spelling in Normal Children and Dyslexics | |
| Children's Understanding of the Connection Between Grammar and Spelling | |
| Implications for Intervention | |
| The Case for Early Reading Intervention | |
| Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know | |
| Approaches to the Prevention and Remediation of Phonologically-Based Reading Disabilities | |
| The Etiology and Remediation of Phonologically Based Word Recognition and Spelling Disabilities: Are Phonological Deficits the "Hole" Story? | |
| The Use of Rime-Based Orthographic Analogy Training as an Intervention Strategy for Reading-Disabled Children | |
| Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: The Importance of Early Intervention in Diagnosing a Specific Reading Disability | |
| Closing the Gap on Reading Failure: Social Background, Phonemic Awareness, and Learning to Read | |
| Early Intervention and Phonological Awareness: A Cautionary Tale | |
| Table of Contents provided by Publisher. All Rights Reserved. |
