Foundations of Reading Acquisition and Dyslexia Implications for Early Intervention
The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.
"...well grounded and cohesive in its approach to dyslexia and reading acquisition. The book is highly recommended to readers with a solid grounding in psycholinguistics, neuropsychology, and statistics or to those readers who are highly motivated and have several good domain-specific dictionaries. The information is well worth the time it takes to understand."
"Many chapters...stand alone as excellent reviews. The book offers much to students of psychology and education at advanced undergraduate and postgraduate levels and is essential reading for practitioners in the field."
—British Journal of Educational Psychology