In this volume leading researchers review what is currently known about both normal and impaired development of decoding, comprehension and spelling skills and discuss effective remedial strategies.

I: The Development of Decoding Skills

1

(174)

1. Why Is Speech So Much Easier Than Reading?

5

(14)

Alvin M. Liberman

2. The Decomposition of Decoding

19

(14)

Philip B. Gough

Sebastian Wren

3. Language Prediction Skill, Phonological Recoding Ability, and Beginning Reading

33

(36)

William E. Tunmer

James W. Chapman

4. Rime-Based Coding in Early Reading Development in English: Orthographic Analogies and Rime Neighborhoods

69

(18)

Usha Goswami

5. Word Reading by Sight and by Analogy in Beginning Readers

87

(26)

Linnea C. Ehri

6. Phonological Awareness: Its Nature and Its Influence Over Early Literacy Development

113

(14)

Valerie Muter

7. Why and How Phoneme Awareness Helps Learning to Read

127

(26)

Jose Morais

Phillipe Mousty

Regine Kolinsky

8. Proto-Literate Knowledge: Antecedents and Influences on Phonological Awareness and Literacy

153

(22)

Roderick W. Barron

II: Developmental Impairments of Decoding Skills

175

(142)

9. Outcomes of Adults With Childhood Histories of Dyslexia

179

(22)

Maggie Bruck

10. Development and Variation in Developmental Dyslexia

201

(18)

Margaret Snowling

Nata Goulandris

Neil Defty

11. The Development of Reading Skills in Poor Readers: Educational Implications

219

(16)

Rebecca H. Felton

12. Normal and Dyslexic Reading Development: The Role of Formal Models

235

(28)

Jamie L. Metsala

Gordon D. A. Brown

13. The Origin and Functions of Phonological Representations in Deaf People

263

(24)

Jesus Alegria

14. The Role of Letter Learning in Developing Phonemic Awareness Skills in Preschool Children: Implications for Explanations of Reading Disorders

287

(16)

Rhona S. Johnston

15. Fixed Reference Eye and Reading Disability: Is There a Connection?

303

(14)

Nata K. Goulandris

Ann McIntyre

Margaret Snowling

III: Reading Comprehension

317

(52)

16. Predicting Reading Comprehension From Listening Comprehension: Is This the Answer to the IQ Debate?

319

(10)

R. Malatesha Joshi

Katherine A. Williams

Jackie R. Wood

17. Comprehension Skill and Inference-Making Ability: Issues of Causality

329

(14)

Kate Cain

Jane Oakhill

18. Individual Differences in Children's Comprehension Skill: Toward an Integrated Model

343

(26)

Jane Oakhill

Kate Cain

Nicola Yuill

IV: Spelling

369

(78)

19. Beginning to Spell in English

371

(24)

Rebecca Treiman

20. Phonological and Orthographic Processes in Good and Poor Spellers

395

(10)

Carolyn Lennox

Linda S. Siegel

21. The Anatomy of Word-Specific Memory

405

(16)

P. G. Aaron

Susan Wilczynski

Victoria Keetay

22. Strategies Used by 9- to 12-Year-Old Children in Written Spelling

421

(12)

Che Kan Leong

23. The Role of Analogy in Early Spelling Development

433

(14)

Kate Nation

Charles Hulme

V: The Remediation of Reading Problems

447

(42)

24. What Kind of One-on-One Tutoring Helps a Poor Reader?

449

(24)

Connie Juel

25. Studies of Computer-Aided Remediation for Reading Disabilities

473

(16)

Barbara W. Wise

Richard K. Olson

Author Index

489

(12)

Subject Index

501

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