Table of Contents
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.
