Contents
I: Basic Processes in Beginning Word Recognition
1. Grapheme–Phoneme Knowledge is Essential for Learning to Read Words in English
2. The Role of Analogies in the Development of Word Recognition
3. Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading
Steven A. Stahl and Bruce Murray
Jamie L. Metsala and Amanda C. Walley
5. The Endpoint of Skilled Word Recognition: The ROAR Model
II: Processes and Instruction for Disabled Readers
6. Phonological Processing Deficits and Reading Disabilities
Joseph K. Torgesen and Stephen R. Burgess
8. Interactive Computer Support for Improving Phonological Skills
Barbara W. Wise, Richard K. Olson, Jerry Ring, and Mina Johnson
9. A Beginning Literacy Program for At-Risk and Delayed Readers
III: Word Recognition in Context
10. The Impact of Print Exposure on Word Recognition
Anne E. Cunningham and Keith E. Stanovich
11. Home Experiences Related to the Development of Word Recognition
Linda Baker, Sylvia Fernandez-Fein, Deborah Scher, and Helen Williams
12. Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction
13. Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program
14. Motivating Contexts for Young Children’s Literacy Development: Implications for Word Recognition
Diane H. Tracey and Leslie Mandel Morrow
15. Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized
Michael Pressley, Ruth Wharton-McDonald, and Jennifer Mistretta