Research into reading development and reading disabilities has
been dominated by phonologically guided theories for several
decades. In this volume, the authors of 11 chapters report on a
wide array of current research topics, examining the scope, limits
and implications of a phonological theory.
The chapters are organized in four sections. The first concerns
the nature of the relations between script and speech that make
reading possible, considering how different theories of phonology
may illuminate the implication of these relations for reading
development and skill. The second set of chapters focuses on
phonological factors in reading acquisition that pertain to early
language development, effects of dialect, the role of instruction,
and orthographic learning. The third section identifies factors
beyond the phonological that may influence success in learning to
read by examining cognitive limitations that are sometimes
co-morbid with reading disabilities, contrasting the profiles of
specific language impairment and dyslexia, and considering the
impact of particular languages and orthographies on language
acquisition. Finally, in the fourth section, behavioral-genetic and
neurological methods are used to further develop explanations of
reading differences and early literacy development.
The volume is an essential resource for researchers interested
in the cognitive foundations of reading and literacy, language and
communication disorders, or psycholinguistics; and those working in
reading disabilities, learning disabilities, special education, and
the teaching of reading.
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