This volume integrates research in the field of literacy problems and interventions into a single academic reference. It examines the course of literacy development with contemporary theoretical accounts in acquisitional processes linked with learning to read. The text also focuses on the causes of literacy problems. Different neuropsychological and psycholinguistic approaches are proposed to explain the occurrence of literacy problems. The benefits of training in metalinguistic awareness are discussed while the final part concentrates on interventions at the word level and beyond.
