In Volume III, as in Volumes I and II, the classic topics of reading are included--from
vocabulary and comprehension to reading instruction in the classroom--and, in addition …

This paper reviews issues and early findings in the cross-linguistic study of alphabetic
spelling development. The primary focus is on the effects that differences in orthographic …

This monograph discusses research, theory, and practice relevant to how children learn to
read English. After an initial overview of writing systems, the discussion summarizes …

Children with specific language impairment (SLI) have associated difficulties in reading
decoding and reading comprehension. To date, few research studies have examined the …

To a great extent within classrooms, the language used by teachers and students deter—
mines what is learned and how learning takes place. The classroom is a unique context for …

Children's literacy development forms the foundation for lifelong learning. Acquisition of
reading and writing skills involves crucial aspects of both cognitive and psychosocial …

For most children in the United States and other literate societies, spelling does not emerge
all at once in kindergarten or first grade. Typically, a long period of development precedes …

Children with dyslexia are believed to have very poor phonological skills for which they
compensate, to some extent, through relatively well-developed knowledge of letter patterns …

Hearing and deaf children, ranging in age from 6 years 8 months to 14 years 4 months, and
matched for general spelling level, were required to spell high-frequency and low-frequency …

Wimmer and Goswami (1994) report that seven-, eight-, and nine-year old English children
had considerably more difficulties with a nonword reading task than German children who …