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.

Reviews

"The contributors to this book provide the most appropriate tribute to Don Shankweiler, one of the giants of our field—a description of the cumulative and continuing impact of his seminal ideas. In this volume, the reader gets what would be expected from this All Star list of contributors: a comprehensive treatment of our understanding of individual differences in the development of reality with particular emphasis on the phonological deficit hypothesis." - Keith Stanovich, Ph.D., University of Toronto, Canada, author of Progress in Understanding Reading and winner of the 2010 Grawemeyer Award in Education

"These chapters provide a brilliant overview of the last decade of research in reading. In addition, each chapter also provides a solid overview of the research base that has led to the current insights. It is an excellent book precisely in the spirit of one of the most creative, knowledgeable and persistent minds in reading research." - Carston Elbro, Ph.D., University of Copenhagen, Denmark

"This volume contains an excellent set of cutting-edge chapters on the interface between reading and language development. The contributors are truly an all-star cast. As well as covering the central role of phonological skills for reading development, work on broader oral language skills is also included. The coverage is broadened further by including recent work on geneti...