Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

In view of recent debates on the global spread of English and its international lingua franca role, what pronunciation models are appropriate for millions of EFL learners? Which aspects of English phonetics should be taught to foreign students and which can be neglected with little loss to successful communication? How can English pronunciation be taught in an interesting and effective way which is both learner- and teacher-friendly, in accordance with the latest scholarly and technological achievements? This research-based book addresses these and many other fundamental issues that are currently at the centre of pronunciation teaching. It offers a wealth of new theoretical ideas and practical solutions to various phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence. It will be of interest to EFL teachers and teacher trainers, pronunciation specialists and students of applied linguistics.