Computer Speech in Reading Research, Instruction, and Remediation

  • Leonard P. Haines
  • Che Kan Leong


Diverse bodies of literature point out the complex but important relationships between cognition, language, reading acquisition and disability, and instruction. The past decade or so has seen major efforts to integrate the accumulating knowledge across these domains (e.g., Downing & Leong, 1982; Leong, 1987; Pearson, 1984; Perfetti, 1985). For the child acquiring and developing reading, language and speech processes are critical at all stages. Cognitive components that subserve oral language and its acquisition provide the bases for the processing of print. A challenge for the emerging reader is seen as achieving “linguistic awareness” through the use of analytic procedures that permit access to linguistic knowledge (Mattingly, 1984).


Target Word Word Recognition Reading Disability Reading Instruction Disable Reader 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Plenum Press, New York 1989

Authors and Affiliations

  • Leonard P. Haines
    • 1
  • Che Kan Leong
    • 1
  1. 1.Department for the Education of Exceptional Children College of EducationUniversity of SaskatchewanSaskatoonCanada

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