Acceptance of the Samuel Torrey Orton award November 2000, Washington, D.C. G. Reid Lyon Part I Two Distinguished Addresses Pages: 1 - 7
Fostering motivation, hope, and resilience in children with learning disorders Robert B. Brooks Part I Two Distinguished Addresses Pages: 9 - 20
Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities Virginia W. Berninger Part II Understanding Dyslexia: IQ-Discrepancy And Other Definitional Issues Pages: 21 - 48
Does third grade discrepancy status predict the course of reading development? Lynn FlowersMarianne MeyerRebecca Felton Part II Understanding Dyslexia: IQ-Discrepancy And Other Definitional Issues Pages: 49 - 71
Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study Pamela E. HookPaul MacarusoSandra Jones Part III Research Into Practice: Instruction And Intervention Pages: 73 - 96
Perceptions and knowledge of preservice and inservice educators about early reading instruction Candace BosNancy MatherDavid Chard Part III Research Into Practice: Instruction And Intervention Pages: 97 - 120
The spelling of final letter patterns: A comparison of instruction at the level of the phoneme and the rime Yolanda V. PostSuzanne CarrekerGinger Holland Part III Research Into Practice: Instruction And Intervention Pages: 121 - 146
Traditional, developmental, and structured language approaches to spelling: Review and recommendations Bob Schlagal Part III Research Into Practice: Instruction And Intervention Pages: 147 - 176
Phonological and orthographic processing: Their roles in reading prediction Nathlie A. Badian Part IV Relating Oral Language Abilities To Reading Pages: 177 - 202
Preschool phonological representations and development of reading skills Ralph WesselingPieter Reitsma Part IV Relating Oral Language Abilities To Reading Pages: 203 - 229
Genetic and environmental influences on rapid naming and reading ability: A twin study Chayna J. DavisValerie S. KnopikJohn C. DeFries Part IV Relating Oral Language Abilities To Reading Pages: 231 - 247
The effects of phonological transparency on reading derived words Joanne F. CarlisleC. Addison StoneLauren A. Katz Part IV Relating Oral Language Abilities To Reading Pages: 249 - 274
Effects of consistency and adequacy of language information on understanding elementary mathematics word problems Che Kan LeongWendy D. Jerred Part V Dyslexia And Math Pages: 275 - 298
The mathematical abilities of dyslexic 10-year-olds T. R. MilesM. N. HaslumT. J. Wheeler Part V Dyslexia And Math Pages: 299 - 321