Quality Assurance and Accountability in Higher Education PDF Download
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Author: Cari Loder
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
Author: Cari Loder
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
Author: Jerry B. Ayers
Publisher: Garland Publishing
ISBN:
Category : Education
Languages : en
Pages : 312
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
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Book Description
Author: Stavroula Stavrakaki
Publisher: John Benjamins Publishing Company
ISBN: 9027268428
Category : Language Arts & Disciplines
Languages : en
Pages : 338
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Book Description
This volume is dedicated to the field of Specific Language Impairment (SLI), addressing important research questions, including: the interrelation of genetic and cognitive profiles of individuals with SLI; the comorbidity issue and clinical boundaries between SLI and other developmental disorders; cross-linguistic manifestations of SLI; and theory-motivated therapy approaches to individuals with SLI. This volume brings together researchers with different scientific backgrounds and research disciplines, challenging current points of view and offering new perspectives on issues of SLI and developmental disorders.
Author: Association of American Library Schools
Publisher:
ISBN:
Category : Library schools
Languages : en
Pages : 88
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Book Description
Author: Usha Goswami
Publisher: Frontiers Media SA
ISBN: 2889194396
Category : Dyslexia
Languages : en
Pages : 156
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Book Description
Children with developmental dyslexia fail to acquire efficient reading and spelling skills despite adequate tuition and an absence of overt sensory and/ or neural deficits. Learning to read and spell requires linguistic skills, auditory skills and visual skills. Oscillatory 'temporal sampling' theory links the development of sensory and linguistic processes. The auditory system 'samples' acoustic information at different temporal rates, which for speech processing suggests that temporal information encoded by delta, theta and gamma oscillations is bound together in the final speech percept. Temporal sampling theory proposed a possible deficit in dyslexia in auditory sampling of the speech signal at syllable-relevant rates (< 10 Hz, delta and theta). This would hypothetically affect prosodic development prior to reading and syllable-based parsing, which would affect efficient linguistic skills and consequently reading development across languages. The visual system also samples information in the visuo-spatial field. In theory atypical visual oscillatory sampling could therefore be related to some of the visual features of developmental dyslexia. In this special issue, we bring together visual and auditory sensory processing studies around the general theme of oscillatory temporal sampling. Contributors were encouraged to discuss their findings within a temporal sampling perspective. The resulting studies cover a wide range of sensory processes, with findings both supporting and contradicting the theory. It is also important to note that studies covered a wide range of languages, and that the behavioural manifestations of a sampling impairment may differ both with language and over the course of development. Nevertheless, it is encouraging to see such diverse findings considered within a single theoretical framework, even if at the same time, it is apparent that an over-arching theoretical framework encompassing both visual and auditory deficits in dyslexia is yet to be achieved.
Author: Peter Mark Roget
Publisher:
ISBN:
Category :
Languages : en
Pages : 542
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 774
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Book Description
Author: John William Leonard
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 2114
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Book Description
Vols. 28-30 accompanied by separately published parts with title: Indices and necrology.
Author: Manuel Soriano-Ferrer
Publisher: Frontiers Media SA
ISBN: 2832545807
Category : Medical
Languages : en
Pages : 236
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Book Description
This Research Topic is the second edition of Fluency and reading comprehension in typical readers and dyslexics readers: Volume I This Second Edition Research Topic is focused on the characterization of the reading-writing difficulties and their comorbidities and in the analysis of evidence-based recommendations for early interventions and treatment of these difficulties within the fields of neuropsychology, speech-language pathology, and educational psychology. Reading involves decoding and comprehension components, and to become efficient it requires a large number of cognitive and linguistic processes. Among those, decoding failures can have different origins, such as deficits in phonological and/or visual processing. In addition, a child with reading difficulties might also have problems in the acquisition of writing and handwriting performance. This is an important point to be discussed, as reading and writing both suffer interference from vocabulary acquisition, linguistic skills, memory skills, reading and writing practices, and literacy methods. These processes become important only when the professional needs to deal with students presenting learning difficulties. Difficulty in using the knowledge of conversion rules between grapheme-phoneme to word reading construction or phoneme-grapheme for writing can be identified in schoolchildren with dyslexia, dysgraphia, and dysortography, being a specific learning disorder with a neurological etiology. In addition, there is established evidence of a speech-language processing basis, students with specific learning disabilities can show a range of cognitive difficulties (e.g., rapid naming, executive functioning, working memory). These presented difficulties interfere in their learning process, impairing their learning development.
