A balanced view of recent research on reading disability is presented by
leading international scholars representing various subdisciplines of
psychology and allied sciences. The volume provides researchers,
graduate students, educators and other professionals with up-dated and
practical useful knowledge of and insights into the latest theories and
findings of the nature and causes of reading disability. Rational
guidelines for assessment, prevention and intervention are also
provided, based on such concepts as phonological and orthographical
processing, automaticity and metacognition. Several chapters are written
without technical terminology, yet with scientific rigor, and should be
readable by a wide audience.