Handbook of Children's Literacy

Al. Childhood Conceptions of Literacy.- A2. Phonology and Spelling.- A3. Linguistic Processes in Reading and Spelling: The Case of Alphabetic Writing Systems: English, French, German and Spanish.- A4. Connectionist Models of Children's Reading.- A5. Morphology and Spelling.- A6. Children's Self-Perception as Readers.- B1. The Development of Comprehension Skills.- B2. Text and Cognition.- B3. The Use of Context in Learning to Read.- B4. Reading Stories.- B5. Computers and Writing.- Cl. Reading and Spelling Difficulties.- C2. The Concept of Dyslexia.- C3. Developmental Dyslexia: Evidence from Brain Research.- C4. Epidemiology: Genetic and Social Influences on Reading Ability.- C5. Reading Comprehension Difficulties.- C6. Early Identification.- C7. Early Intervention.- C8. Individual Differences in Dyslexia.- C9. Specific Speech and Language Difficulties and Literacy.- C10. Reading by Touch in Blind Children and Adults.- C11. Deafness and Reading.- Introduction: Teaching Literacy: What Practices, When and Why?.- D1. Literacy in Time and Space: Issues, Concepts and Definitions.- D2. Teaching Reading: A Historical Approach.- D3. The Cognitive Consequences of Literacy.- D4. Comparative Studies of Instructional Methods.- D5. Early Emergent Literacy.- D6. The Linguistic Consequences of Literacy.- El. Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective.- E2. Morphology, Reading and Spelling: Looking Across Languages.- E3. Bilingualism and Reading.- E4. Grammatical Awareness Across Languages and the Role of Social Context: Evidence from English and Hebrew.- E5. Literacy, Socialisation and the Social Order.- E6. Segmentation in the Writing of Mayan Language Statements by Indigenous Children with Primary Schooling.- E7. Paths to Literacy for Deaf BritishSign Language (BSL) Users.