In October 1991, an international symposium "Language Acquisition Problems and Dyslexia: Aspects of Diagnosis and Intervention" was held in Bielefeld, Germany. As the discussion of research questions and problems began, it was soon recognized that knowledge and experience in the one research field was combined with relative ignorance in the other field. This gave rise to two ideas. First, that other researchers very probably shared the same fate of knowing a lot about reading disorders but only little about specific language impairment or vice versa. The second idea consequently was to bring together the most outstanding researchers in both fields so that they might inform each other and discuss mutual interests and problems. The result is documented in 11 articles, each with a comprehensive commentary.

Autorentext
Hannelore Grimm, geborene Lange, geboren 1924 in Magdeburg, wurde nach Abitur und anschließender Ausbildung Krankenschwester im Kriegseinsatz. Nach 1945 absolvierte sie eine pädagogische Ausbildung und die Fachlehrerprüfung für Musik. Sie arbeitete als Musiklehrerin in Schulen. Hannelore Grimm lebt in Möser bei Magdeburg, ist verwitwet und hat drei Kinder.

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Frontmatter -- Part 1: Deficits in children with specific language impairment (developmental dysphasia) -- Metalinguistic difficulties in children with specific language impairment: Implications for diagnosis and intervention / Menyuk, Paula -- Syntax and morphological difficulties in Germanspeaking children with specific language impairment: Implications for diagnosis and intervention / Grimm, Hannelore -- Commentary on Menyuk and Grimm: How well do we understand specific language impairment? / Shatz, Marilyn -- Perceptual and cognitive deficits in children with specific language impairment: Implications for diagnosis and intervention / Weismer, Susan Ellis -- Commentary on Ellis Weismer: How specific is specific language impairment? Some comments by a relative outsider / Deutsch, Werner -- Social consequences of specific language impairment / Rice, Mabel L. -- Commentary on Rice: What do we know about the sequelae of socioemotional and cognitive consequences of specific language impairment? / Weinert, Sabine -- Specific language impairment as a problem of accessing language knowledge / Connell, Phil J. / Franks, Steven L. / Stone, C. Addison -- Commentary on Connell, Franks and Stone: A context and some implications / Naremore, Rita C. -- The relationship between speech-language impairments and reading disabilities / Catts, Hugh W. -- Commentary on Catts: How to characterize continuity between preschool language disorders and reading disorders at school age / Aram, Dorothy M. -- Part 2: Disorders of written language (developmental dyslexia) -- Implications of the Pittsburgh Study for issues of risk / Perfetti, Charles A. / Georgi, Mara C. / Beck, Isabel -- Commentary on Perfetti, Georgi and Beck: Children without phonemic awareness before learning to read. Are they at risk? / Wimmer, Heinz -- Prediction of difficulties in reading and spelling on the basis of the Bielefeld Screening / Marx, Harald / Jansen, Heiner / Mannhaupt, Gerd / Skowronek, Helmut -- Commentary on Marx, Jansen, Mannhaupt and Skowronek: The Bielefeld Screening Battery to predict reading and spelling difficulties / Ehri, Linnea C. -- Two small longitudinal studies: I. Developmental dyslexia II. Early reading development / Ellis, Nick -- Commentary on Ellis: Two conceptually-rich longitudinal studies / Stanovich, Keith E. -- Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies / Näslund, Jan Carol / Schneider, Wolfgang -- Interventions in developmental reading and spelling disorders / Scheerer-Neumann, Gerheid -- Commentary on Scheerer-Neumann: Organizing the literature on interventions for reading and writing disabilities / Stanovich, Keith E.