The Path to Proficient Word Recognition¹

Article type: Research Article

Authors: Kamhi, Alan G.

Affiliations: University of Memphis, USA

Note: [1] Portions of this article previously appeared in the chapter on reading development in A. Kamhi & H. Catts (1998), Language and Reading Disabilities. Boston: Allyn & Bacon.

Abstract: Before addressing disability, we must understand typical development. This is as relevant to the development of reading as it is to other areas of child development. Kamhi develops these themes as he discusses aspects of learning to read within the context of the development of proficient word recognition skills and the self-teaching hypothesis proposed by Share (1995). By way of conclusion, Kamhi presents the implications of such a theory for the assessment and treatment of children with reading disabilities.

Keywords: reading development, reading disability, self-teaching hypothesis, assessment, treatment

DOI: 10.3233/ACS-1999-9103

Journal: Journal of Clinical Speech and Language Studies, vol. 9, no. 1, pp. 1-10, 1999