The reference and abstract for this article (as well as a link to the complete article) are provided below.
Snow, C. E., Scarborough, H. S., & Burns, M. S. (1999). What speech-language pathologists need to know about early reading. Topics in Language Disorders, 20(1), 48-58. (click here to view)
- The National Research Council report, Preventing Reading Difficulties in Young Children, reviews research on early reading and recommends prevention strategies and optimal interventions for reading difficulties. Since speech-language pathologists often treat children whose language problems co-occur with reading difficulties, they can help inform parents and teachers about the relation between language and literacy difficulties, and help coordinate interventions across these two areas. We summarize the NRC’s conclusions concerning normal reading development and key developmental milestones in the various domains relevant to reading success (phonological awareness, letter identification, the alphabetic principle, automatic word recognition, comprehension strategies).