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Foreword

Foreword The Annals of Dyslexia is an interdisciplinary peer-reviewed jour- nal published by The Orton Dyslexia Society, dedicated to the under- standing, prevention, and remediation of reading disability. Although primary emphasis is placed on original research articles, we also pub- lish significant reviews and well-documented reports of effective prac- tice. We invite submissions to the journal from members of the Society as well as from other researchers, educators, and clinicians concerned with reading acquisition and reading disability. This year, those readers who have requested that we balance the current emphasis on research with more accessible articles will be pleased with a trio of papers taking a long-term perspective on three different issues facing educators. The twin themes shared by these es- says are (1) that to make forward progress, we must not forget where we have come from, and (2) that to capitalize on this knowledge, we must strengthen the links between researchers and educators. The largest section of this year's Annals focusses on tools for diagnosis and remediation of reading difficulties. The architects of five different in- novative systems, serving a broad cross-section of reading disabled children and adults, lay out how it is that they have designed and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

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Publisher
Springer Journals
Copyright
1996 The Orton Dyslexia Society
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02648166
Publisher site
See Article on Publisher Site

Abstract

The Annals of Dyslexia is an interdisciplinary peer-reviewed jour- nal published by The Orton Dyslexia Society, dedicated to the under- standing, prevention, and remediation of reading disability. Although primary emphasis is placed on original research articles, we also pub- lish significant reviews and well-documented reports of effective prac- tice. We invite submissions to the journal from members of the Society as well as from other researchers, educators, and clinicians concerned with reading acquisition and reading disability. This year, those readers who have requested that we balance the current emphasis on research with more accessible articles will be pleased with a trio of papers taking a long-term perspective on three different issues facing educators. The twin themes shared by these es- says are (1) that to make forward progress, we must not forget where we have come from, and (2) that to capitalize on this knowledge, we must strengthen the links between researchers and educators. The largest section of this year's Annals focusses on tools for diagnosis and remediation of reading difficulties. The architects of five different in- novative systems, serving a broad cross-section of reading disabled children and adults, lay out how it is that they have designed and

Journal

Annals of DyslexiaSpringer Journals

Published: Jan 1, 1996

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