List of Contributors. About This Book. Section 1: Developmental Research and the Teaching of Reading. Introductory Comments; T. Nunes. Morphemes and Spelling; P. Bryant, et al. From Learning to Teaching to Learning French Written Morphology; M. Fayol, et al. Oral and Written Words. Are They the Same Units? E. Ferreiro. Developing Morphological Awareness and Learning to Write: A Two-Way Street; I. Levin, et al. Interacting Processes in the Development of Printed Word Recognition; M. Stuart, et al. Section 2: Assessment and Intervention for Children with Reading Difficulties. Introductory Comments; T. Nunes. Pre-school Prediction and Prevention of Dyslexia: A Longitudinal Study with Children of Dyslexic Parents; D.K. Petersen, C. Elbro. A Closer Look at the Spelling of Children with Reading Problems; T. Nunes, A. Aidinis. Egoinvolved Stimulation of Early Literacy; B.E. Hagtvet. The Role of Semantic and Phonological Skills in Learnig to Read: Implications for Assessment and Teaching; M. Snowling, et al. Section 3: The Use of Theories by Teachers and Teacher Educators. Introductory Comments; T. Nunes. The Reading Debate; J. Riley. The Teaching-Learning Process in Early Written Language Acquisition; A. Teberoski. Theoretical Discussions and Pedagogical Practice: How `Theorization' Can Help in Teacher Training; A.-M. Chartier. Relations between Teachers' Subject Matter Knowledge about Written Language and Their Mental Models about Children's Learning; S. Strauss, et al. Section 4: Issues in the Teaching and Assessment of Children's Literacy Process. Introductory Comments; T. Nunes. Focused Literacy Teaching at the Start of School; J. Hurry,et al. From Invention to Convention. Children's Different Routes to Literacy; H. Brugelmann. Issues in the Development of Second Language Reading: Implications for Instruction and Assessment; E. Geva. Words, Letters and Smurphs: Apostrophes and Their Uses; A. McMillan.