Contents
Editorial
Visual factors in reading
Chris Singleton
What does the evidence really say about effective literacy teaching?
Robert Savage & Yolande Pompey
Defining reading disorders and evaluating reading interventions: Perspectives from the response to intervention model
Fiona J. Duff
Differences in the correlates of reading accuracy and speed in young Dutch readers
Peter F. de Jong
Word-reading development, the double-deficit hypothesis, and the diagnosis of dyslexia
Kees P. van den Bos
Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-Dutch and immigrant families in the Netherlands
Aziza Y. Mayo & Paul P.M. Leseman
Can music make a difference? A small scale longitudinal study into the effects of music instruction in nursery on later reading ability
Maureen Myant, Wendy Armstrong & Nicola Healy
Using whole-word multimedia software to support literacy acquisition: A comparison with traditional books
Arjette Karemaker, Nicola J. Pitchford & Claire O'Malley
Developing the practice of educational psychologists through theory and research
Jonathan Solity & Laura R. Shapiro
Developing an intervention for pupils with writing difficulties: Conceptualisation and analysis
Sandra Dunsmuir, Claire Thomas, Rebecca May, Joyce Monroe, Tamara Roiter & Simon Wellman
Using embedded words to kick-start phonological awareness in a seven-year-old child with persistent phonological difficulties
Laura Phillips & Deborah James