Commentary on Catts: How to characterize continuity between preschool language disorders and reading disorders at school age

Chapters in this book

1. I-XII I
2. Part 1: Deficits in children with specific language impairment (developmental dysphasia)
3. Metalinguistic difficulties in children with specific language impairment: Implications for diagnosis and intervention 3
4. Syntax and morphological difficulties in Germanspeaking children with specific language impairment: Implications for diagnosis and intervention 25
5. Commentary on Menyuk and Grimm: How well do we understand specific language impairment? 65
6. Perceptual and cognitive deficits in children with specific language impairment: Implications for diagnosis and intervention 75
7. Commentary on Ellis Weismer: How specific is specific language impairment? Some comments by a relative outsider 103
8. Social consequences of specific language impairment 111
9. Commentary on Rice: What do we know about the sequelae of socioemotional and cognitive consequences of specific language impairment? 129
10. Specific language impairment as a problem of accessing language knowledge 139
11. Commentary on Connell, Franks and Stone: A context and some implications 159
12. The relationship between speech-language impairments and reading disabilities 167
13. Commentary on Catts: How to characterize continuity between preschool language disorders and reading disorders at school age 183
14. Part 2: Disorders of written language (developmental dyslexia)
15. Implications of the Pittsburgh Study for issues of risk 193
16. Commentary on Perfetti, Georgi and Beck: Children without phonemic awareness before learning to read. Are they at risk? 211
17. Prediction of difficulties in reading and spelling on the basis of the Bielefeld Screening 219
18. Commentary on Marx, Jansen, Mannhaupt and Skowronek: The Bielefeld Screening Battery to predict reading and spelling difficulties 243
19. Two small longitudinal studies: I. Developmental dyslexia II. Early reading development 257
20. Commentary on Ellis: Two conceptually-rich longitudinal studies 283
21. Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies 295
22. Interventions in developmental reading and spelling disorders 319
23. Commentary on Scheerer-Neumann: Organizing the literature on interventions for reading and writing disabilities 353