Editorial: Prosodic sensitivity and reading development

Journal of Research in Reading

Volumn 29, Issue 3, 2006, Pages 253-257

  Wade Woolley, Lesly ^a   Wood, Clare ^b  

^a QUEEN S UNIVERSITY   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745990838     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2006.00306.x     Document Type: Editorial

References (5)

1. Morais, J. (2003). Levels of phonological representation in skilled reading and learning to read. Reading and Writing: An Interdisciplinary Journal, 16, 123-151.
2. National Institute of Child Health & Development (NICHD) (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the sub-groups (NIH Publication No. 00-4754). Washington, DC: US Government Printing Office.
3. Ramus, F. (2001). Outstanding questions about phonological processing in dyslexia. Dyslexia, 7, 197-216.
4. Shankweiler, D. & Fowler, A.E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17, 483-515.
5. Wood, C. & Terrell, C. (1998). Poor readers' ability to detect rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16, 397-413.