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. The aim of the book is to demonstrate what the research shows of how children learn to read, especially of the role of phonology awareness in learning to read & how interventions may best work with those who have incomplete phonological awareness.
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.The aim of the book is to demonstrate what the research shows of how children learn to read, especially of the role of phonology awareness in learning to read & how interventions may best work with those who have incomplete phonological awareness.
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.
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.
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