Word Recognition in Beginning Literacy

Contents: Preface. Part I: Basic Processes in Beginning Word Recognition.L.C. Ehri, Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English. U. Goswami, The Role of Analogies in the Development of Word Recognition. S.A. Stahl, B. Murray, Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading. J.L. Metsala, A.C. Walley, Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability. G.D.A. Brown, The Endpoint of Skilled Word Recognition: The ROAR Model. Part II: Processes and Instruction for Disabled Readers.L.S. Siegel, Phonological Processing Deficits and Reading Disabilities. J.K. Torgesen, S.R. Burgess, Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies. B.W. Wise, R.K. Olson, J. Ring, M. Johnson, Interactive Computer Support for Improving Phonological Skills. I.W. Gaskins, A Beginning Literacy Program for At-Risk and Delayed Readers. Part III: Word Recognition in Context.A.E. Cunningham, K.E. Stanovich, The Impact of Print Exposure on Word Recognition. L. Baker, S. Fernandez-Fein, D. Scher, H. Williams, Home Experiences Related to the Development of Word Recognition. R. Treiman, Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction. R. Calfee, Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program. D.H. Tracey, L.M. Morrow, Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition. M. Pressley, R. Wharton-McDonald, J. Mistretta, Effective Beginning Literacy Instruction: Dialectial, Scaffolded, and Contextualized.