Foundations of Reading Acquisition and Dyslexia

Implications for Early Intervention
Herausgeber: Blachman, Benita A.

• Broschiertes Buch

Produktbeschreibung

This book is divided into four sections: theoretical foundations, subtypes of dyslexia, beginning to read and spell, and implications for intervention. The chapters represent the progress that is being made in basic and applied research with respect to understanding how children learn to read and why many children fail.

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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.

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 486
• Erscheinungstermin: 1. Juli 1997
• Englisch
• Abmessung: 229mm x 152mm x 26mm
• Gewicht: 697g
• ISBN-13: 9780805823639
• ISBN-10: 0805823638
• Artikelnr.: 22266438

Autorenporträt

Benita A. Blachman

Inhaltsangabe

Contents: Preface. Acknowledgments. List of Contributors. Part I: Theoretical Foundations.A.M. Liberman
How Theories of Speech Affect Research in Reading and Writing. S.A. Brady
Ability to Encode Phonological Representations: An Underlying Difficulty of Poor Readers. P. Tallal
S.L. Miller
W.M. Jenkins
M.M. Merzenich
The Role of Temporal Processing in Developmental Language-Based Learning Disorders: Research and Clinical Implications. M. Wolf
A Provisional
Integrative Account of Phonological and Naming-Speed Deficits in Dyslexia: Implications for Diagnosis and Intervention. Part II: Subtypes of Dyslexia.J.M. Fletcher
R. Morris
G.R. Lyon
K.K. Stuebing
S.E. Shaywitz
D.P. Shankweiler
L. Katz
B.A. Shaywitz
Subtypes of Dyslexia: An Old Problem Revisited. K.E. Stanovich
L.S. Siegel
A. Gottardo
P. Chiappe
R. Sidhu
Subtypes of Developmental Dyslexia: Differences in Phonological and Orthographic Coding. Part III: Beginning to Read and Spell.M. Bruck
F. Genesee
M. Caravolas
A Cross-Linguistic Study of Early Literacy Acquisition. L.C. Ehri
Sight Word Learning in Normal Readers and Dyslexics. R. Treiman
Spelling in Normal Children and Dyslexics. P.E. Bryant
T. Nunes
M. Bindman
Children's Understanding of the Connection Between Grammar and Spelling. Part IV: Implications for Intervention.B.R. Foorman
D.J. Francis
S.E. Shaywitz
B.A. Shaywitz
J.M. Fletcher
The Case for Early Reading Intervention. B. Byrne
R. Fielding-Barnsley
L. Ashley
K. Larsen
Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know. J.K. Torgesen
R.K. Wagner
C.A. Rashotte
Approaches to the Prevention and Remediation of Phonologically-Based Reading Disabilities. R.K. Olson
B. Wise
M.C. Johnson
J. Ring
The Etiology and Remediation of Phonologically Based Word Recognition and Spelling Disabilities: Are Phonological Deficits the "Hole" Story? K.T. Greaney
W.E. Tunmer
J.W. Chapman
The Use of Rime-Based Orthographic Analogy Training as an Intervention Strategy for Reading-Disabled Children. F.R. Vellutino
D.M. Scanlon
E.R. Sipay
Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: The Importance of Early Intervention in Diagnosing a Specific Reading Disability. T. Nicholson
Closing the Gap on Reading Failure: Social Background
Phonemic Awareness
and Learning to Read. B.A. Blachman
Early Intervention and Phonological Awareness: A Cautionary Tale.