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…

The twin objectives of the series Psychological Perspectives on Contemporary Educational Issues are: (1) to identify issues in education that are relevant to professional educators and researchers; and (2) to address those issues from research and theory in educational psychology, psychology, and related disciplines. The present volume, consisting…

Describes the construction of a nonreading instrument (Preschool Reading Attitudes Scale) designed to assess attitudes toward reading in young children, aged three through five years. Demonstrates the scale to be valid and reliable with these age groups. (HOD)

Investigates the reading development of six preschool children who learned to read at home without systematic instruction. Attempts (1) to find out whether there was an identifiable process by which these children learned to read and (2) to study th role of the parents in these children's early reading acquisition. (HOD)

Presents results from 2 British studies relating preschool reading skills and reading attainment reached by age 11. Substantiates and extends earlier research that correlated early letter identification with reading ability at age seven. Also indicates no support for hypothesis that letter sounding rather than naming predicts subsequent reading…

Addressing the question of why some children manage to continue successfully through the later stages of literacy acquisition while others are unable to meet the challenges presented by fourth and fifth grade reading tasks, an 18-month, in-depth study was conducted of the home environment factors influencing the reading comprehension of second,…

To determine developmental patterns in emergent reading behaviors of young children, a longitudinal study was conducted of two-, three-, and four-year-old children's language when asked to "read" a favorite storybook. Thirty-two middle and low income children from a daycare center took part in four studies spaced over a year; four children were…