Book Review

Aaron P. G. (1989). Dyslexia and hyperlexia. Dordrecht, The Netherlands: Kluwer Academic. Bryant, P. E., Bradley, L. (1985). Children's reading problems. Oxford: Basil Blackwell.

Bryant P. Impey L. (1986). The similarities between normal readers and developmental and acquired dyslexics. Cognition, 24, 121–137.

Ehri L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19, 5–31.

Fodor J. A. (1968). Psychological explanation. New York: Random House.

Frith U. (1985). Beneath the surface of development dyslexia. In Patterson K. Marshall J. Coltheart M. (Eds.). Surface dyslexia (pp. 301–330). London: Erlbaum.

Kamhi A. Catts H. (1989). Reading disabilities: A developmental language perspective. Boston: College-Hill Press.

Leplin J. (1984). Scientific realism. Berkeley: University of California Press.

Liberman I. Y. Shankweiler D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6, 8–17.

Mann V. (1986). Why some children encounter reading problems. In Torgesen J. Wong B. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 133–159). New York: Academic Press.

McMullin E. (1988). The shaping of scientific rationality: Construction and constraint. In McMullin E. (Ed.), Construction and constraint (pp. 1–47). Notre Dame, IN: University of Notre Dame Press.

Olson R. Kliegl R. Davidson B. Foltz G. (1985). Individual and developmental differences in reading disability. In Waller T. (Ed.), Reading research: Advances in theory and practice (Vol. 4, pp. 1–64). London: Academic Press.

Pennington B. F. (1986). Issues in the diagnosis and phenotype analysis of dyslexia: Implications for family studies. In Smith S. D. (Ed.), Genetics and learning disabilities (pp. 69–96). San Diego: College-Hill Press.

Perfetti C. A. (1985). Reading ability. New York: Oxford University Press.

Prior M. McCorriston M. (1985). Surface dyslexia: A regression effect? Brain and Language, 25, 52–71.

Rothkopf E. Z. (1987). The eyes have it: Two books on reading and comprehension. Educational Researcher, 16, 45–47.

Siegel L. S. Ryan E. B. (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28–37.

Smith F. (1979). Reading without nonsense. New York: Teachers College Press.

Smith F. (1983). Essays into literacy. Portsmouth, NH: Heinemann.

Snowling M. (1983). The comparison of acquired and developmental disorders of reading—A discussion. Cognition, 14, 105–118.

Snowling M. Stackhouse J. Rack J. (1986). Phonological dyslexia and dysgraphia—a developmental analysis. Cognitive Neuropsychology, 3, 309–339.

Stanovich K. E. (1986). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In Torgesen J. Wong B. (Eds.). Psychological and educational perspectives on learning disabilities (pp. 87–131). New York: Academic Press.

Stanovich K. E. (1989). Learning disabilities in broader context. Journal of Learning Disabilities, 22, 287–297.

Stove D. (1982). Popper and after. Oxford: Pergamon Press.

Treiman R. Zukowski A. (in press). Levels of phonological awareness. In Brady S. Shankweiler D. (Eds.), Phonological processes in literacy. Hillsdale, NJ: Erlbaum.

Vellutino F. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.

Vellutino F. Scanlon D. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321–363.