Editorial: Psychological theory, pedagogical practice and meeting special educational needs David WoodVicky Lewis EditorialNotes Pages: 351 - 356
Backward readers’ awareness of language: Strengths and weaknesses Peter BryantTerezinha NunesMiriam Bindman OriginalPaper Pages: 357 - 372
Why is reading recovery successful? A Vygotskian critique of an early reading intervention Kathy SylvaJane HurrySandra Peters OriginalPaper Pages: 373 - 384
Changes in parent-child interaction in response to intervention Laura LuptonVicky Lewis OriginalPaper Pages: 385 - 400
Communication skills, educational achievement and biographic characteristics of children with moderate learning difficulties Susannah LambPeter BibbyGerv Leyden OriginalPaper Pages: 401 - 414
Theory, experiment and practical application in research on visual impairment Susanna Millar OriginalPaper Pages: 415 - 430
Visually impaired children: Development and implications for education Michael J. TobinNick BozicStuart Ross OriginalPaper Pages: 431 - 447
Multisensory and unisensory approaches to communicating with deaf children Desmond John PowerMervyn Bruce Hyde OriginalPaper Pages: 449 - 464
Sign language for hard of hearing children — A hindrance or a benefit for their development? Gunilla Micaela PreislerMargareta Ahlström OriginalPaper Pages: 465 - 477
Erratum to: Conceptual change in astronomy: Models of the earth and of the day/night cycle in American-Indian children Diakidoy I. -A.Vosniadou S.Hawks J. D. Erratum Pages: 511 - 511