The 1999 Samuel T. Orton Award presented to Howard Gardner Leonore Ganschow Announcement Pages: ix - xvi
The neural basis of developmental dyslexia Thomas ZeffiroGuinevere Eden Part I A Review Of Research On The Biological Basis Of Dyslexia Pages: 1 - 30
Schools as host environments: Toward a schoolwide reading improvement model Edward J. Kame’enuiDeborah C. SimmonsMichael D. Coyne Part II Intervention Issues Pages: 31 - 51
Modeling the response of normally achieving and at-risk first grade children to word reading instruction Donald L. Compton Part II Intervention Issues Pages: 53 - 84
Do late-talking toddlers turn out to have reading difficulties a decade later? Leslie Rescorla Part III Language Development And Reading Disabilities Pages: 85 - 102
Is dyslexia a form of specific language impairment? a comparison of dyslexic and language impaired children as adolescents Nata K. GoulandrisMargaret J. SnowlingIan Walker Part III Language Development And Reading Disabilities Pages: 103 - 120
Understanding individual differences in word recognition skills of ESL children Esther GevaZhoreh Yaghoub-ZadehBarbara Schuster Part IV Reading And Foreign Language Learning Pages: 121 - 154
Dyslexia and learning a foreign language: A personal experience Charlann S. Simon Part IV Reading And Foreign Language Learning Pages: 155 - 187
Foreign language learning, hyperlexia, and early word recognition Richard L. SparksMarjorie Artzer Part IV Reading And Foreign Language Learning Pages: 189 - 211
Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan Charles HaynesPamela HookTokuko Sasaki Part V Reading Disabilities In Other Languages Pages: 213 - 238
Exploring reading-spelling connection as locus of dyslexia in Chinese Che Kan LeongPui-Wan ChengCatherine C. C. Lam Part V Reading Disabilities In Other Languages Pages: 239 - 259
