This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.
"This volume presents valuable discussions of what are arguably the key issues in current research in the acquisition of literacy….Susan Brady, Donald Shankweiler, and their contributors are to be congratulated for their efforts in producing a volume of uniformly high quality that should be read by all researchers interested in reading acquisition….Although primarily aimed at researchers, this book is also strongly recommended to the general reader wishing to understand the theoretical basis for reading instruction emphasizing decoding skills."
—The Quarterly Journal of Experimental Psychology
Contents: Preface. Part I: Introduction. J. Morais, Constraints on the Development of Phonemic Awareness. B.A. Blachman, Phonological Awareness: Implications for Prereading and Early Reading Instruction. L. Bradley, P. Bryant, Phonological Skills Before and After Learning to Read. I. Lundberg, Phonemic Awareness Can Be Developed Without Reading Instruction. V.A. Mann, Are We Taking Too Narrow a View of the Conditions for Development of Phonological Awareness? Part II: Introduction. R. Treiman, A. Zukowski, Levels of Phonological Awareness. J.F. Carlisle, Questioning the Psychological Reality of Onset-Rime as a Level of Phonological Awareness. A.E. Fowler, How Early Phonological Development Might Set the Stage for Phoneme Awareness. C. Read, Access to Syllable Structure in Language and Learning. Part III: Introduction. S.A. Brady, The Role of Working Memory in Reading Disability. V.L. Hanson, Phonological Processing Without Sound. I.G. Mattingly, Modularity, Working Memory, and Reading Disability. B.F. Pennington, G. Van Orden, D. Kirson, M. Haith, What Is the Causal Relation Between Verbal STM Problems and Dyslexia? J.K. Torgesen, Cross-Age Consistency in Phonological Processing. Part IV: Introduction. P.B. Gough, M.A. Walsh, Chinese, Phoenicians, and the Orthographic Cipher of English. C.A. Perfetti, On the Value of Simple Ideas in Reading Instruction. K.E. Stanovich, R.F. West, A.E. Cunningham, Beyond Phonological Processes: Print Exposure and Orthographic Processing. F.R. Vellutino, D.M. Scanlon, The Preeminence of Phonologically Based Skills in Learning to Read.