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Author : Donald Shankweiler,Isabelle Y. Liberman
Publisher : University of Michigan Press
Page : 188 pages
File Size : 55,5 Mb
Release : 1989
Category : Education
ISBN : 0472101331
Discusses the importance to the learning process of the phonological structures of words
Author : Donald Shankweiler,Isabelle Y. Liberman
Publisher : University of Michigan Press ELT
Page : 192 pages
File Size : 40,5 Mb
Release : 1989
Category : Education
ISBN : UOM:39015015526679
Discusses the importance to the learning process of the phonological structures of words
Author : Hugh William Catts,Alan G. Kamhi
Publisher : Allyn & Bacon
Page : 388 pages
File Size : 42,8 Mb
Release : 2005
Category : Education
ISBN : UVA:X004804087
Eight American specialists in reading and writing disorders contribute nine chapters to this textbook. All chapters have been revised to reflect changes since publication of the 1999 edition, some considerably. Highlights of the second edition include the latest research on subgroups of reading disabilities, the relationship between language and reading disabilities, developmental changes in reading disabilities, and reading, writing, and spelling development. Also included is specific information on improving decoding and word attack skills; new information about IRIs and other procedures to assess comprehension abilities; and new information about spelling in the chapters on writing. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com).
Author : Susan A. Brady,Donald P. Shankweiler
Publisher : Routledge
Page : 295 pages
File Size : 55,5 Mb
Release : 2013-09-13
Category : Education
ISBN : 9781135435820
This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.
Author : Hugh W. Catts,Alan G. Kamhi
Publisher : Psychology Press
Page : 213 pages
File Size : 45,5 Mb
Release : 2005-01-15
Category : Education
ISBN : 9781135611750
This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The purpose of the gathering was to discuss theoretical issues and research findi
Author : Katharine G. Butler,Elaine R. Silliman
Publisher : Psychology Press
Page : 376 pages
File Size : 42,9 Mb
Release : 2001-12
Category : Education
ISBN : 9781135665937
This work shows that being literate requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analysing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations.
Author : Susan A. Brady,David Braze,Carol A. Fowler
Publisher : Psychology Press
Page : 277 pages
File Size : 46,8 Mb
Release : 2011-05-09
Category : Psychology
ISBN : 9781136732843
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Author : R. Malatesha Joshi,Che Kan Leong
Publisher : Springer Science & Business Media
Page : 364 pages
File Size : 40,6 Mb
Release : 1993
Category : Education
ISBN : UOM:39015037301176
These proceedings of the NATO Advanved Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders aim to answer the following questions, from their different research programs: What is the nature of differential diagnosis of reading disabilities?; Are intelligence test scores relevant?; How important is pseudoword reading?; What about listening comprehension?; How best can clinicians supplement group results with individual developmental profiles of reading and writing skills?; How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities?; What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities?; What are the differential strategies of poor readers/spellers'."
Author : Alan G. Kamhi,Hugh W. Catts
Publisher : Pearson Higher Ed
Page : 326 pages
File Size : 55,7 Mb
Release : 2013-08-27
Category : Education
ISBN : 9781292035192
For courses in speech and language intervention, language disorders, reading disorders and special education. Written by leading experts, this third edition maintains a strong clinical focus and thorough coverage of the identification, assessment, and treatment of reading and writing disorders. Fully updated, this edition includes a new chapter on reading comprehension, a new chapter on spelling, and consolidated information on defining and classifying reading disabilities. New sections feature the latest on comprehension development, RTI, auditory processing deficits, literate vocabulary, and cognitive linguistic skills in writing. Offering the varied perspective of well-known contributors, the text successfully keeps pace with the rapid changes in the knowledge of language and reading disabilities and provides readers with the most up-to-date advances in the field.
Author : Benita A. Blachman
Publisher : Routledge
Page : 471 pages
File Size : 44,5 Mb
Release : 2013-03-07
Category : Education
ISBN : 9781135689520
The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.
Author : Evelin Witruk,Angela D. Friederici,Thomas Lachmann
Publisher : Springer Science & Business Media
Page : 392 pages
File Size : 50,6 Mb
Release : 2012-12-06
Category : Psychology
ISBN : 9781461510116
This highly interdisciplinary project presents new results and the state of the art of knowledge in the psychology and neurophysiology of language, reading and dyslexia. It concentrates on basic cognitive functions of understanding and producing language and disorders within its spoken and written execution. The book grew out of the Basic Mechanisms of Language and Language Disorders conference (Leipzig, Sept. 1999).
Author : Alan G. Kamhi,Hugh William Catts
Publisher : Allyn & Bacon
Page : 420 pages
File Size : 40,8 Mb
Release : 1991
Category : Education
ISBN : UOM:39015040118112
Author : Gail T. Gillon
Publisher : Guilford Publications
Page : 290 pages
File Size : 53,9 Mb
Release : 2017-12-21
Category : Language Arts & Disciplines
ISBN : 9781462532896
"Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. Subject Areas/Key Words: phonological awareness, phonological skills, phonemic awareness, phonemes, phonology, phonics, spoken language impairments, oral language, written language, reading development, early literacy development, oracy, speaking, teaching, assessments, interventions, instructional approaches, speech-language pathologists, speech-language pathology, special education, struggling learners, speech problems, speech disorders, learning disabilities, learning disorders, specific language impairments, dyslexia, reading disorders, spelling development, English language learners, at-risk students, speech-language therapists, early childhood education, preschoolers; English as a second language; second-language acquisition; learning multiple languages; metalinguistics; sounds Audience: Reading specialists, teachers, and special educators working with children ages 3-17 (PreK-12); speech-language pathologists; school psychologists"--
Author : Marilyn Jager Adams
Publisher : MIT Press
Page : 508 pages
File Size : 49,6 Mb
Release : 1994-02-03
Category : Psychology
ISBN : 0262510766
Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
Author : Anne McGill-Franzen,Richard L. Allington
Publisher : Routledge
Page : 1175 pages
File Size : 55,9 Mb
Release : 2010-09-17
Category : Education
ISBN : 9781136980664
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
