Developmental dyslexia and specific language impairment (SLI) were for many years
treated as distinct disorders but are now often regarded as different manifestations of the …

There has been less research on how children learn to spell than on how they learn to read,
but a good deal is now known about spelling development. This article reviews studies of …

With reports from several studies showing the benefits of teaching young children about
morphemes, this book is essential reading for anyone concerned with helping children to …

This second edition of The Child as Thinker has been thoroughly revised and updated to
provide an informed and accessible overview of the varied and extensive literature on …

We propose that the isomorphism generally observed between the representations
composing our momentary phenomenal experience and the structure of the world is the end …

In French, the transcription of the same sound can be guided by both probabilistic
graphotactic constraints (eg,/ɛt/is more often transcribed ette after‐v than after‐f) and …

Current evidence suggests that morphologically complex words (eg, farmer) are
automatically segmented into their constituent morphemes (farm+ er) during reading, a …

Until about two decades ago, the study of writing systems and their relationship to literacy
acquisition was sparse and generally modeled after studies of English language learners …

Few changes in the development of individuals are as remarkable as the emergence of
language. It is not surprising, then, that the earliest stages of language acquisition–the …

We put forward our view on how children learn to spell through a review of recent research
on English and French children's spelling development. We examine children's learning of …