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Author: Geoffrey Underwood
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 476
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Book Description
Author: Geoffrey Underwood
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 476
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Book Description
Author: Gordon D. A. Brown
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 570
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Book Description
Brings together international, interdisciplinary research on spelling performance problems from cognitive and developmental psychology, linguistics, psycholinguistics, neuropsychology, computational approaches, connectionism and educational research. Covers topics such as the diversity and evolution of writing systems; analyses of spelling errors and latencies; computational models of spelling; developmental stages and causal transitions; abnormal spelling processes in developmental and acquired dyslexia, deafness, hyperlexia and other syndromes and much more.
Author: P. G. Aaron
Publisher: Springer Science & Business Media
ISBN: 9780792304616
Category : Education
Languages : en
Pages : 432
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Book Description
Even though Specific Reading Disability (Dyslexia) has been clinically recognized as a developmental learning disorder for nearly a hundred years. only within the past two decades it has become the subject of major experimental investigation. Because. by definition. dyslexic children are of average or superior intelligence. it is often suspected that some arcane feature of the written language is responsible for the inordinate difficulty experienced by these children in learning to read. The occasional claim that developmental dyslexia is virtually nonexistent in some languages coupled with the fact that languages differ in their writing systems has further rendered orthography a subject of serious investigation. The present Volume represents a collection of preliminary reports of investigations that explored the relationship between orthography and reading disabilities in different languages. Even though not explicitly stated. these reports are concerned with the question whether or not some orthographies are easier to learn to read and write than others. One dimension on which orthographies differ from each other is the kind of relationship they bear to pronunciation. The orthographies examined in this book range from the ones that have a simple one-to one grapheme-phoneme relationship to those which have a more complex relationship.
Author: Laurence B. Leonard
Publisher: MIT Press
ISBN: 9780262621366
Category : Language Arts & Disciplines
Languages : en
Pages : 358
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Book Description
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
Author: R. Malatesha Joshi
Publisher: Routledge
ISBN: 113678134X
Category : Education
Languages : en
Pages : 1203
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Book Description
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 18
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Book Description
Author: Helmer R. Myklebust
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 248
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Book Description
Author: Charles Hulme
Publisher: Wiley
ISBN: 9781861560353
Category : Education
Languages : en
Pages : 0
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Book Description
This book brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference are biology, identification and intervention.
Author: Gerard J. Norton
Publisher: Saint-Paul
ISBN: 9783525537428
Category : History
Languages : fr
Pages : 346
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Book Description
Author: Monique L'Huillier
Publisher: Cambridge University Press
ISBN: 9780521484251
Category : Foreign Language Study
Languages : en
Pages : 722
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Book Description
This 1999 reference grammar, written for advanced students of French, their teachers, and others who want a better understanding of the French language, combines the best of modern and traditional approaches. Its objective is not only practical mastery of the language, but familiarity with its structure. Taking into account modern linguistic research, Advanced French Grammar approaches the French language primarily through the study of syntactic structures, but without excessive emphasis on formalism. It provides a generous number of examples, based on the author's own experience of teaching French to English-speakers, to help the student to understand the different meanings of apparently similar syntactic alternatives. The norms of 'correct expression' are given together with current usage and deviations, and appendixes provide information on the 1990 spelling reforms and on numbers. A substantial index of French and English words and of topics provides easy access to the text itself.
