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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.
Features + Benefits
Contributions from leading researchers provide an up-to-date perspective from experts in the field.
· A unique research-based classification system helps readers understand language and reading disabilities, as well as the best techniques available to treat students with these special needs.
· Numerous suggestions for intervention present research that is easy-to-translate into clinical practice.
· A chapter on reading development (Chapter 2) focuses on the importance of early exposure to literacy, compares stage theories of reading development to current self-teaching mechanisms, and tackles the development of reading comprehension.
Preface
Acknowledgments
Contributors and Affiliations
CHAPTER 1: Language and Reading: Convergences and Divergences
Alan G. Kamhi and Hugh W. Catts
Defining Language
Phonology
Semantics
Morphology
Syntax
Pragmatics
Defining Reading
Models of Spoken and Written Language Comprehension
Comprehending Spoken and Written Language
Perceptual Analyses
Word Recognition
Discourse-Level Processes
Differences between Spoken and Written Language
Physical Differences
Situational Differences
Functional Differences
Form Differences
Vocabulary Differences
Grammatical Differences
Processing Differences
Basic Factors in Reading and Language Development
Summary
References
CHAPTER 2: Reading Development
Alan G. Kamhi and Hugh W. Catts
Emergent Literacy Period (Birth—Kindergarten)
Joint Book Reading
Learning about Print
Summary
The Development of Word Recognition Skills
Logographic Stage
Alphabetic Stage
Orthographic Stage and Automatic Word Recognition
Problems with Stage Theories of Word Recognition
The Self-Teaching Hypothesis
Evaluating the Self-Teaching Hypothesis
The Development of Reading Comprehension
Misconceptions about Comprehension Development
Summary
References
CHAPTER 3: Defining and Classifying Reading Disabilities
Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof
Historical Basis of Reading Disabilities
Early Reports
Orton
Johnson and Myklebust
The Modern Era
Terminology
Prevalence
Gender Differences
Defining Reading Disability
Exclusionary Factors
IDA Definition
Dyslexia as a Specific Learning Disability
Problems in Word Recognition and Spelling
Deficits in Phonological Processing
Unexpected Underachievement
Secondary Consequences
Classifying Dyslexia and Other Language-Based Reading Difficulties
Subtypes Based on the Simple View of Reading
Classification Studies
Other Subtyping Methods Based on Word Recognition Skills
Combining Subtypes in Research and Practice
Clinical Implications
References
CHAPTER 4: Causes of Reading Disabilities
Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof
Extrinsic Causes of Reading Disabilities
Early Literacy Experience
Reading Instruction
Matthew Effects
Intrinsic Causes of Reading Disabilities
Genetic Basis
Neurological Basis
Visually-Based Deficits
Auditory Processing Deficits
Attention-Based Deficits
Language-Based Deficits
References
CHAPTER 5: Assessment and Instruction for Phonemic Awareness and Word Recognition Skills
Stephanie Al Otaiba, Marcia L.Kosanovich, and Joseph K. Torgeson
Development and Assessment of Phonemic Awareness
The Importance of Phonemic Awareness in Learning to Read
Purposes for Assessment of Phonemic Awareness
Procedures and Measures Used to Assess Phonemic Awareness
Development and Assessment of Word Recognition
Issues in the Assessment of Word Recognition
Commonly Used Measures of Word Recognition Ability
Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention
What Do We Know about Effective Code-focused Classroom Instruction?
What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes?
What Do We Know about Training Code-focused Skills through Supplemental Interventions?
What Do We Know about Poor Responders?
Issues for Future Research and Development References
CHAPTER 6: Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes
Kenn Apel, Julie J. Masterson, and Danielle Brimo
The Language Basis of Spelling
Phonological Knowledge
Orthographic Pattern Knowledge
Morphologic Knowledge
Semantic Knowledge
Mental Graphemic Representations
Relation between Spelling and Other Literacy Skills
Developmental Spelling Theories
Multi-linguistic Approach to Assessment
Determining Goals
Measuring Progress
Multi-Linguistic Approach to Instruction and Intervention
Prescriptive, Multi-Linguistic Intervention
Improving Orthographic Pattern Knowledge
Other Orthographic Pattern Knowledge Strategies
Improving Morphological Knowledge
Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics
Multi-linguistic Instruction at the Classroom Level
Summary
References
CHAPTER 7: Perspectives on Assessing and Improving Reading Comprehension
Alan G. Kamhi
Defining comprehension
Reader Abilities
Text Factors
Task Factors
A Model of Comprehension
Assessing Reading Comprehension
Comprehension Instruction
Strategy Instruction
Content Goals and Disciplinary Literacy
Summary and Conclusions
CHAPTER 8: Assessing and Remediating Text Comprehension Problems
Carol E. Westby
Cognitive and Linguistic Underpinnings for Literacy
Linguistic Skills for Literacy
Cognitive Understanding for Text Comprehension
Assessing Language and Cognitive Skills for Text Comprehension
Assessing Literate Language Style (Text Microstructures)
Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures)
Assessing Recognition/Comprehension of Content Schemata
Assessing ability to organize schema content and text grammars
Facilitating Text Comprehension
Developing Linguistic Microstructures
Developing Macrostructure Schemas
Summary
References
Children’s Materials
Appendix A: Books to Develop Connectives/Complex
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.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Features + Benefits
Contributions from leading researchers provide an up-to-date perspective from experts in the field.
· A unique research-based classification system helps readers understand language and reading disabilities, as well as the best techniques available to treat students with these special needs.
· Numerous suggestions for intervention present research that is easy-to-translate into clinical practice.
· A chapter on reading development (Chapter 2) focuses on the importance of early exposure to literacy, compares stage theories of reading development to current self-teaching mechanisms, and tackles the development of reading comprehension.
Preface
Acknowledgments
Contributors and Affiliations
CHAPTER 1: Language and Reading: Convergences and Divergences
Alan G. Kamhi and Hugh W. Catts
Defining Language
Phonology
Semantics
Morphology
Syntax
Pragmatics
Defining Reading
Models of Spoken and Written Language Comprehension
Comprehending Spoken and Written Language
Perceptual Analyses
Word Recognition
Discourse-Level Processes
Differences between Spoken and Written Language
Physical Differences
Situational Differences
Functional Differences
Form Differences
Vocabulary Differences
Grammatical Differences
Processing Differences
Basic Factors in Reading and Language Development
Summary
References
CHAPTER 2: Reading Development
Alan G. Kamhi and Hugh W. Catts
Emergent Literacy Period (Birth—Kindergarten)
Joint Book Reading
Learning about Print
Summary
The Development of Word Recognition Skills
Logographic Stage
Alphabetic Stage
Orthographic Stage and Automatic Word Recognition
Problems with Stage Theories of Word Recognition
The Self-Teaching Hypothesis
Evaluating the Self-Teaching Hypothesis
The Development of Reading Comprehension
Misconceptions about Comprehension Development
Summary
References
CHAPTER 3: Defining and Classifying Reading Disabilities
Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof
Historical Basis of Reading Disabilities
Early Reports
Orton
Johnson and Myklebust
The Modern Era
Terminology
Prevalence
Gender Differences
Defining Reading Disability
Exclusionary Factors
IDA Definition
Dyslexia as a Specific Learning Disability
Problems in Word Recognition and Spelling
Deficits in Phonological Processing
Unexpected Underachievement
Secondary Consequences
Classifying Dyslexia and Other Language-Based Reading Difficulties
Subtypes Based on the Simple View of Reading
Classification Studies
Other Subtyping Methods Based on Word Recognition Skills
Combining Subtypes in Research and Practice
Clinical Implications
References
CHAPTER 4: Causes of Reading Disabilities
Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof
Extrinsic Causes of Reading Disabilities
Early Literacy Experience
Reading Instruction
Matthew Effects
Intrinsic Causes of Reading Disabilities
Genetic Basis
Neurological Basis
Visually-Based Deficits
Auditory Processing Deficits
Attention-Based Deficits
Language-Based Deficits
References
CHAPTER 5: Assessment and Instruction for Phonemic Awareness and Word Recognition Skills
Stephanie Al Otaiba, Marcia L.Kosanovich, and Joseph K. Torgeson
Development and Assessment of Phonemic Awareness
The Importance of Phonemic Awareness in Learning to Read
Purposes for Assessment of Phonemic Awareness
Procedures and Measures Used to Assess Phonemic Awareness
Development and Assessment of Word Recognition
Issues in the Assessment of Word Recognition
Commonly Used Measures of Word Recognition Ability
Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention
What Do We Know about Effective Code-focused Classroom Instruction?
What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes?
What Do We Know about Training Code-focused Skills through Supplemental Interventions?
What Do We Know about Poor Responders?
Issues for Future Research and Development References
CHAPTER 6: Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes
Kenn Apel, Julie J. Masterson, and Danielle Brimo
The Language Basis of Spelling
Phonological Knowledge
Orthographic Pattern Knowledge
Morphologic Knowledge
Semantic Knowledge
Mental Graphemic Representations
Relation between Spelling and Other Literacy Skills
Developmental Spelling Theories
Multi-linguistic Approach to Assessment
Determining Goals
Measuring Progress
Multi-Linguistic Approach to Instruction and Intervention
Prescriptive, Multi-Linguistic Intervention
Improving Orthographic Pattern Knowledge
Other Orthographic Pattern Knowledge Strategies
Improving Morphological Knowledge
Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics
Multi-linguistic Instruction at the Classroom Level
Summary
References
CHAPTER 7: Perspectives on Assessing and Improving Reading Comprehension
Alan G. Kamhi
Defining comprehension
Reader Abilities
Text Factors
Task Factors
A Model of Comprehension
Assessing Reading Comprehension
Comprehension Instruction
Strategy Instruction
Content Goals and Disciplinary Literacy
Summary and Conclusions
CHAPTER 8: Assessing and Remediating Text Comprehension Problems
Carol E. Westby
Cognitive and Linguistic Underpinnings for Literacy
Linguistic Skills for Literacy
Cognitive Understanding for Text Comprehension
Assessing Language and Cognitive Skills for Text Comprehension
Assessing Literate Language Style (Text Microstructures)
Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures)
Assessing Recognition/Comprehension of Content Schemata
Assessing ability to organize schema content and text grammars
Facilitating Text Comprehension
Developing Linguistic Microstructures
Developing Macrostructure Schemas
Summary
References
Children’s Materials
Appendix A: Books to Develop Connectives/Complex
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.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.