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.
Get full access to this article
View all access options for this article.