0203817966

1136732799

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1136732845

9780203817964

9781136732799

9781136732836

9781136732843

1848729367

9781848729360

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.

This volume focuses on a wide array of current research topics, examining the scope, limits and implications of phonological theory in research into reading development and reading disabilities. It provides€an essential resource for researchers interested in the cognitive foundations of reading and literacy and those working in reading and learning disabilities.

New directions in communication disorders research : integrative approaches

How theories of phonology may enhance understanding of the role of phonology in reading development and reading disability / Carol A. Fowler

Early precursors of reading-relevant phonological skills / David Braze, Gerald W. McRoberts, and Colleen McDonough

On the role of phonology in reading acquisition : the self-teaching hypothesis / David L. Share

Efficacy of phonics teaching for reading outcomes : indications from post-NRP research / Susan A. Brady

The phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills / Nicole Patton Terry and Hollis S. Scarborough

Beyond phonological deficits : sources of individual differences in reading disability / Margaret J. Snowling

Phonological and other language deficits associated with dyslexia / Hugh W. Catts and Suzanne Adlof

Phonology is critical in reading : but a phonological deficit is not the only source of low reading skill / Charles Perfetti

Evaluating the role of phonological factors in early literacy development : insights from experimental and behavior-genetic studies / Brian Byrne

Genetic and environmental influences on phonological abilities and reading achievement / Richard Olson

Neuroimaging and the phonological deficit hypothesis / Joshua John Diehl, Stephen J. Frost, W. Einar Mencl, and Kenneth R. Pugh.

Reading > Physiological aspects.