Originally published in 1981, this volume is the edited proceedings of a conference held at the Learning Research and Development Center of the University of Pittsburgh in September 1979. The 15 chapters share a number of common issues. These include the role of contextual influences on lexical access, specific models of lexical access and word pronunciation, speech and visual processes in reading, the role of knowledge in comprehension, and sources of skill difference and skill development.

Originally published in 1983, recent advances in cognitive psychology had revealed that reading and spelling disabilities may be due to deficits in basic cognitive processes. Dr Jorm looks at each type of disability in detail, in relation to normality as well as intellectual disability (formerly called retardation), and finds that the new research provides a useful approach to seemingly intractable problems. He covers a broad range of topics, including the social context of reading disabilities, the role of biological factors, remedial teaching, and prevention of literacy problems. He also...

A child with developmental dyslexia or an adult with a reading disorder following brain damage might read the word shoe as ‘show’, why does this happen?

Most current information processing models of reading distinguish between two alternative procedures for the pronunciation of a printed word. The difference between these concerns the level at which orthography is translated to phonology in one, the word-level procedure, a word is read aloud with reference to knowledge specific to that whole word. In the other, the sub-word-level procedure, a printed word is pronounced...

Originally published in 1995, this collection of papers introduced a new dimension to the understanding of reading by focusing on the relation between spoken and written language processing. New perspectives on speech and reading are introduced by highlighting aspects of the two linguistic skills that had received little attention in the past. The comparative perspective adopted in this collection presents an innovative focus on speech and the acquisition of alphabetic reading skill. Major new sources of evidence are discussed, like reading in nonconventional input modalities, braille...

Bringing together neurological assessments of reading and cognition, this provocative volume, originally published in 1985, presents eight major and sometimes controversial studies on the parts and patterns of the reading process. With comprehensive coverage ranging from psycholinguistics and education to neurophysiology, these studies highlight new directions in the field at the time. The contributors support an interactive rather than dichotomous model of brain function, and stress individual differences in assessing reading and cognitive skills.