This authoritative handbook presents current ideas on therelationship between spoken and written language difficulties.It provides clinical and educational perspectives on theassessment and management of children's reading and spellingproblems. The book begins with a theoretical overview.The second edition continues the theme of linking theory andpractice. It is aimed at practitioners in the fields of education,speech and language therapy, and psychology. All original chaptershave been updated and new chapters are added to reflect currentdevelopments.

Preface to the Second Edition.Preface to the First Edition.Contributors.Chapter 1: Language skills and learning to read: the dyslexiaspectrum (Margaret J. Snowling).Chapter 2: Speech and spelling difficulties: what to look for(Joy Stackhouse).Chapter 3: The dyslexic brain (W.A. Lishman).Chapter 4: The prediction and screening of children'sreading difficulties (Valerie Muter).Chapter 5: Assessing speech and language skills in theschool-age child (Hilary Gardner).Chapter 6: Assessing reading and spelling skills (Nata K.Goulandris).Chapter 7: Assessing children's reading comprehension(Kate Nation).Chapter 8: Short-term memory: assessment and intervention(Maggie Vance and Jane E. Mitchell).Chapter 9: Phonological awareness and reading intervention(Peter J. Hatcher).Chapter 10: Spelling: challenges and strategies for the dyslexiclearner and the teacher (Claire Jamieson and Sarah Simpson).Chapter 11: Developing handwriting skills (Jane Taylor).Chapter 12: Managing the needs of pupils with dyslexia inmainstream classrooms (Janet Hatcher).Chapter 13: The assessment and management of psychosocialaspects of reading and language impairments (Poppy Nash).Chapter 14: Supporting language and literacy in the early years:interdisciplinary training (Jannet A. Wright and Janet Wood).Chapter 15: Current themes and future directions (MaggieSnowling and Joy Stackhouse).References.Author index.Subject index.