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NASP Home NASP Publications School Psychology Review (SPR) Volume 24 Issue 3 (1995) Introduction to Mini-Series
Volume 24, Issue 3 (1995)

Introduction to Mini-Series

pp. 327—330

It is more than a decade since the School Psychology Review devoted almost an entire issue to the topic of reading assessment and intervention (Vol. 11, No. 3, Summer, 1982). Since then, our knowledge of the reading process and the methods for treating reading disabilities has expanded due to contributions from cognitive psychology, psycholinguistics, and neuropsychology. For instance, research undertaken by cognitive psychologists has indicated that reading disability, far from being the result of visuo-spatial deficits, is primarily a language-related disorder. Within this framework, the delineation of the role of phonology is considered a remarkable achievement in the field of cognitive psychology. Our conceptualization of the spelling process also has undergone a dramatic change. Along similar lines, the adoption of the psycholinguistic perspective has helped us develop effective ways to deal with problems associated with reading comprehension and metacognition. Neuropsychology also has provided us with extremely valuable frames of reference to examine the reading process and identify its major components even though this specialty area has yet to contribute significantly to assessment and treatment of development of reading disabilities (see the article by Cynthia Riccio and George Hynd for an in-depth explanation). A comparison of the 1982 issue with the present mini-series reveals how significantly our understanding of the reading process and our insights into reading difficulties have changed.

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