Writing is not like chemical engineering. The figures of speech should not be learned the same way as the periodic table of elements. This is because figures of speech are not about hypothetical structures in things, but about real potentialities within language and within ourselves. The "figurings" of speech reveal the apparently limitless plasticity of language itself. We are inescapably confronted with the intoxicating possibility that we can make language do for us almost anything we want. Or at least a Shakespeare can. The figures of speech help to see how he does it, and how we might.
Therefore, in the chapters presented in this volume, the quotations from Shakespeare, the Bible, and other sources are not presented to exemplify the definitions. Rather, the definitions are presented to lead to the quotations. And the quotations are there to show us how to do with language what we have not done before. They are there for imitation.

This collection of papers introduces a new dimension in the understanding of reading by focussing on the relation between spoken and written language processing. It introduces new perspectives on speech and reading by highlighting aspects of the two that have received little attention in the past. The comparative approach to speech and reading concerns new approaches to the development of speech and reading, the existence of unconventional input modalities like Braille reading and lipreading, the study of populations with specific disorders in the abilities implicated in normal speaking and reading.

This text contains a series of studies of phonological acquisition and development of children in specific contexts: linguistic context - Putonghua or Modern Standard Chinese; and developmental contexts - normally developing children, children with speech disorders, children with hearing impairment, and twins. This is a study of phonological development and impairment in Chinese-speaking children. It provides the normative data on this population, which should be of value to speech and language therapists and other professionals. It also advances the notion of "phonological saliency" which explains the cross-linguistic similarities and differences in children's phonological development.

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