Phonology and Reading Disability PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Phonology and Reading Disability PDF full book. Access full book title Phonology and Reading Disability by Donald Shankweiler. Download full books in PDF and EPUB format.
Author: Donald Shankweiler
Publisher: University of Michigan Press
ISBN: 9780472101337
Category : Education
Languages : en
Pages : 188
Get Book
Book Description
Discusses the importance to the learning process of the phonological structures of words
Author: Donald Shankweiler
Publisher: University of Michigan Press
ISBN: 9780472101337
Category : Education
Languages : en
Pages : 188
Get Book
Book Description
Discusses the importance to the learning process of the phonological structures of words
Author: Donald Shankweiler
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 192
Get Book
Book Description
Discusses the importance to the learning process of the phonological structures of words
Author: Susan A. Brady
Publisher: Routledge
ISBN: 1135435820
Category : Education
Languages : en
Pages : 295
Get Book
Book Description
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 William Catts
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 388
Get Book
Book Description
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: Hugh W. Catts
Publisher: Psychology Press
ISBN: 1135611750
Category : Education
Languages : en
Pages : 213
Get Book
Book Description
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
Publisher: Psychology Press
ISBN: 1135665931
Category : Education
Languages : en
Pages : 376
Get Book
Book Description
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
Publisher: Psychology Press
ISBN: 1136732845
Category : Psychology
Languages : en
Pages : 277
Get Book
Book Description
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: Marilyn Jager Adams
Publisher: MIT Press
ISBN: 9780262510769
Category : Psychology
Languages : en
Pages : 508
Get Book
Book Description
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: Alan G. Kamhi
Publisher: Pearson Higher Ed
ISBN: 1292035196
Category : Education
Languages : en
Pages : 326
Get Book
Book Description
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
ISBN: 1135689520
Category : Education
Languages : en
Pages : 471
Get Book
Book Description
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.
