From the Editor I am pleased to introduce this spring edition of our Division 1 Newsletter. The content focus of our newsletter includes research, clinical practice, and training issues related to phonological awareness, and reading development and disabilities. With the assistance of our new Associate Editor, Paula Rhyner, an excellent group of ... Editorial
Editorial  |   May 01, 1999
From the Editor
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Editorial
Editorial   |   May 01, 1999
From the Editor
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 1-2. doi:10.1044/lle6.1.1
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 1-2. doi:10.1044/lle6.1.1
I am pleased to introduce this spring edition of our Division 1 Newsletter. The content focus of our newsletter includes research, clinical practice, and training issues related to phonological awareness, and reading development and disabilities. With the assistance of our new Associate Editor, Paula Rhyner, an excellent group of researcher/clinicians was asked to share their understanding of the role of phonological awareness in reading development and disabilities and to offer their considerations for putting research to practice. Alan Kamhi shares his perspective on the development of word recognition offering a self-teaching hypothesis to explain fluent reading, while Reid Lyon highlights the most recent NIH research related to reading development and instruction. Hugh Catts offers suggestions for practice from the current research in phonological awareness, and Ron Gillam looks at practice considerations beyond the primary grades. Barbara Wise ends the discussion with descriptions of both the limits and promises of training in phonological awareness for children with specific reading disabilities.
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