Table of Contents

I. Differential Diagnosis of Reading Disabilities Editors’ Introduction.- 1. Problems in the differential diagnosis of reading disabilities.- 2. From research to clinical assessment of reading and writing disorders: The unit of analysis problem.- 3. Constructing meaning from diagnostic assessment texts: Validity as usefulness.- 4. Alice in IQ land or why IQ is still irrelevant to learning disabilities.- 5. Towards developing a framework for diagnosing reading disorders.- II. Access to Language-Related Component Processes Editors’ Introduction.- 6. Components of variance models of language-related factors in reading disability: A conceptual overview.- 7. Phonemic awareness, language and literacy.- 8. The relevance of phonological awareness in learning to read: Scandinavian longitudinal and quasi-experimental studies.- 9. Does a past history of speech disorder predict literacy difficulties?.- 10. Phonological processing in learning disabled adolescents.- 11. Phonological deficits and the development of word recognition skills in developmental dyslexia.- III. Reading/Spelling Strategies Editors’ Introduction.- 12. Dyslexic reading strategies and lexical access: A comparison and validation of reading strategy distributions in dyslexic adolescents and younger, normal readers.- 13. The spelling-reading connection and dyslexia: Can spelling be used to teach the alphabetic strategy?.- 14. Impact of instruction on word identification skills in children with phonological processing problems.- 15. Predicting reading acquisition in high and low IQ groups.- 16. Phonetic short-term memory representation in children’s reading of Greek.- 17. Developmental dyslexia as a cognitive style.- 18. Reading comprehension and related skills in nine-year-old normal and poor readers.-Author Index.

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