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Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author: Benita A. Blachman
Publisher: Routledge
ISBN: 1135689520
Category : Education
Languages : en
Pages : 471
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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.
Author: Wesley A. Hoover
Publisher: Springer Nature
ISBN: 3030441954
Category : Education
Languages : en
Pages : 279
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Book Description
This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.
Author: Richard K. Wagner
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.
Author: Wenling Li
Publisher: Springer Science & Business Media
ISBN: 1461508592
Category : Language Arts & Disciplines
Languages : en
Pages : 221
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Book Description
Published research and conference presentations on the Chinese language in the last decade have tended to focus on adult language processing. This book provides a comprehensive resource for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. The combined contributions from researchers in Asian studies, linguistics, psycholinguistics, psychology, cognitive psychology, reading, and education inform international comparative studies of literacy by making apparent the features of the Chinese culture, language, writing system, and pedagogy that may facilitate or impede the acquisition of literacy.
Author: W.E. Tunmer
Publisher: Springer Science & Business Media
ISBN: 3642691137
Category : Science
Languages : en
Pages : 299
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Book Description
In the past fi fteen years there has been a growi ng interest in the development of children's awareness of language as an object in itself -- a phenomenon now generally referred to as metal inguistic awareness. Until the publication of an earlier volume in the Springer Series in Language and Communication, The Chitd's Conoeption oi Language, edited by A. Sinclair, R. J. Jarvella, and W. J. M. Levelt, there had been no systematic treatment of metalinguistic awareness. The major goal of that volume was to map out the field of study by describing the phenomenon of interest and defining major theoretical issues. The aim of the present volume is to present an overview of metalinguistic awareness in children which reflects the current state of research and theory. The volume is divided into three major sections. The first considers various conceptual and methodological issues that have arisen from efforts to study metalinguistic awareness. It addresses such questions as what is metalinguistic awareness, when does it begin to emerge, and what tasks and procedures can be employed to assess its development in young children. The second sect ion cri ti ca 11y revi ews the research that has been conducted i nto the four general types of metalinguistic awareness -- phonologieal, word, syntactic, and pragmatic awareness. In the final section the development of metalinguistic awareness is examined in relation to general cognitive development, reading acquisition, bilingualism, and early childhood education.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Liliane Sprenger-Charolles
Publisher: Psychology Press
ISBN: 1134955502
Category : Psychology
Languages : en
Pages : 257
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Book Description
Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
Author: Melissa Lee Farrall
Publisher: John Wiley & Sons
ISBN: 0470873930
Category : Psychology
Languages : en
Pages : 416
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Book Description
A groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to identify students who may be at risk, evaluate the effectiveness of school-wide reading programs, and suggest interventions that will improve reading skills. Written from a strengths-based perspective, Reading Assessment: Linking Language, Literacy, and Cognition is the first book of its kind to present a research-based, integrated review of reading, cognition, and oral language testing and assessment. Author Melissa Lee Farrall explores the theoretical underpinnings of reading, language, and literacy, explains the background of debates surrounding these topics, and provides detailed information and administration tips on the wide range of reading inventories and standardized tests that may be used in a reading psychoeducational assessment. With a focus on how to craft professional evaluation reports that illuminate a student's strengths—not just weaknesses—Reading Assessment enables school psychologists and diagnosticians, reading specialists, and special education professionals to conduct evaluations and develop effective interdisciplinary remedial recommendations and interventions. Clear, engaging, and inviting, Reading Assessment features: Case examples and practice exercises Chapter-opening reviews of each theory Strengths, weaknesses, and potential problems of tests and their interpretations Chapter-ending review questions that foster skill development and critical thinking Comprehensive information on more than 50 different assessment tests Reading Assessment is an invaluable resource that helps professionals gain the knowledge and skills to confidently interpret test results and prepare detailed and effective evaluation reports designed to meet each child's unique needs as a learner.
Author: Diane J. Sawyer
Publisher: Springer Science & Business Media
ISBN: 1461230101
Category : Education
Languages : en
Pages : 373
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Book Description
In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.
