This volume brings together reading and literacy experts from education and psychology in an examination of issues impacting early reading success and failure. For students and researchers in literacy and educators alike.
This volume brings together reading and literacy experts from education and psychology in an examination of issues impacting early reading success and failure. For students and researchers in literacy and educators alike.
Contents: Preface. Part I: Basic Processes in Beginning Word Recognition. L.C. Ehri Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English. U. Goswami The Role of Analogies in the Development of Word Recognition. S.A. Stahl B. Murray Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading. J.L. Metsala A.C. Walley Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability. G.D.A. Brown The Endpoint of Skilled Word Recognition: The ROAR Model. Part II: Processes and Instruction for Disabled Readers.L.S. Siegel Phonological Processing Deficits and Reading Disabilities. J.K. Torgesen S.R. Burgess Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies. B.W. Wise R.K. Olson J. Ring M. Johnson Interactive Computer Support for Improving Phonological Skills. I.W. Gaskins A Beginning Literacy Program for At-Risk and Delayed Readers. Part III: Word Recognition in Context.A.E. Cunningham K.E. Stanovich The Impact of Print Exposure on Word Recognition. L. Baker S. Fernandez-Fein D. Scher H. Williams Home Experiences Related to the Development of Word Recognition. R. Treiman Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction. R. Calfee Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program. D.H. Tracey L.M. Morrow Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition. M. Pressley R. Wharton-McDonald J. Mistretta Effective Beginning Literacy Instruction: Dialectial Scaffolded and Contextualized.
Contents: Preface. Part I: Basic Processes in Beginning Word Recognition. L.C. Ehri Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English. U. Goswami The Role of Analogies in the Development of Word Recognition. S.A. Stahl B. Murray Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading. J.L. Metsala A.C. Walley Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability. G.D.A. Brown The Endpoint of Skilled Word Recognition: The ROAR Model. Part II: Processes and Instruction for Disabled Readers.L.S. Siegel Phonological Processing Deficits and Reading Disabilities. J.K. Torgesen S.R. Burgess Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies. B.W. Wise R.K. Olson J. Ring M. Johnson Interactive Computer Support for Improving Phonological Skills. I.W. Gaskins A Beginning Literacy Program for At-Risk and Delayed Readers. Part III: Word Recognition in Context.A.E. Cunningham K.E. Stanovich The Impact of Print Exposure on Word Recognition. L. Baker S. Fernandez-Fein D. Scher H. Williams Home Experiences Related to the Development of Word Recognition. R. Treiman Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction. R. Calfee Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program. D.H. Tracey L.M. Morrow Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition. M. Pressley R. Wharton-McDonald J. Mistretta Effective Beginning Literacy Instruction: Dialectial Scaffolded and Contextualized.
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