Abstract
Diverse bodies of literature point out the complex but important relationships between cognition, language, reading acquisition and disability, and instruction. The past decade or so has seen major efforts to integrate the accumulating knowledge across these domains (e.g., Downing & Leong, 1982; Leong, 1987; Pearson, 1984; Perfetti, 1985). For the child acquiring and developing reading, language and speech processes are critical at all stages. Cognitive components that subserve oral language and its acquisition provide the bases for the processing of print. A challenge for the emerging reader is seen as achieving “linguistic awareness” through the use of analytic procedures that permit access to linguistic knowledge (Mattingly, 1984).
We are grateful to Dr. James Beamer, Dr. Robert Kavanagh, and Dr. Murray Scharf of the University of Saskatchewan, and Digital Equipment of Canada Ltd. for the use of the DECtalk text-to-speech computer system, which facilitated the writing of this chapter. We benefitted from the ongoing computerized reading research of Dr. Richard Olson and his colleagues at the University of Colorado. We alone are responsible for our shortcomings.
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© 1989 Plenum Press, New York
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Haines, L.P., Leong, C.K. (1989). Computer Speech in Reading Research, Instruction, and Remediation. In: Leong, C.K., Randhawa, B.S. (eds) Understanding Literacy and Cognition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-5748-3_10
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DOI: https://doi.org/10.1007/978-1-4684-5748-3_10
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