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Introduction

  • Catherine Christo
  • Stephen E. Brock
  • John Davis
Chapter
Part of the Developmental Psychopathology at School book series (DPS)

If the 1990s were considered the decade of the brain (Bush, 1990), the second half of 20th century and the first decade of the 21st should be considered the era of reading research. During this time, a plethora of studies have identified how children learn to read. Education professionals now have a much greater understanding of reading development from developmental, neuropsychological, and instructional viewpoints. The results of this research have informed instruction for regularly progressing readers and provided much greater understanding of why reading may not develop along the expected trajectory for some readers. This information has not only increased our understanding of the reading process, but has also been informative for the identification of characteristics that put children “at risk” for reading failure and for the development of instructional interventions that promote reading success for struggling readers. This chapter begins with a review of why school...

Keywords

Phonological Awareness Poor Reader Reading Disability Phonological Processing Developmental Dyslexia 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Catherine Christo
    • 1
  • Stephen E. Brock
  • John Davis
    • 2
  1. 1.Department of Special Education, Rehabilitation & School PsychologyCalifornia State University, SacramentoSacramentoUSA
  2. 2.Califonia State UniversityHaywardUSA

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