Author: Phyllis A. KATZ (and DEUTSCH (Martin) Associate Professor, Department of Psychiatry, New York Medical College.)
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Visual and Auditory Efficiency and Its Relationship to Reading in Children
Author: Phyllis A. KATZ (and DEUTSCH (Martin) Associate Professor, Department of Psychiatry, New York Medical College.)
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Visual and Auditory Efficiency and Its Relationship to Reading in Children
Author: Phyllis A. Katz
Publisher:
ISBN:
Category : Perception
Languages : en
Pages : 162
Book Description
Publisher:
ISBN:
Category : Perception
Languages : en
Pages : 162
Book Description
Office of Education Research Reports, 1956-65, ED 002 747-ED 003 960
Author: Educational Research Information Center (U.S.).
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 710
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 710
Book Description
Visual Efficiency and the Relationship Between Reading and Behaviors Indicating Difficulties in the Classroom in Elementary School-age Children
Author: Patricia A. Broadbent
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
Book Description
The Effects of Visual and Auditory Distractors on the Performance of Reading Disabled Children
Author: Ellen S. Berler
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
Book Description
Readings on Reading
Author: Alfred R. Binter
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 554
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 554
Book Description
Reading Comprehension Difficulties
Author: Cesare Cornoldi
Publisher: Routledge
ISBN: 1136488626
Category : Education
Languages : en
Pages : 498
Book Description
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
Publisher: Routledge
ISBN: 1136488626
Category : Education
Languages : en
Pages : 498
Book Description
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
Office of Education research reports
Author: Educational Resources Information Center (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 342
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 342
Book Description
Projections for Reading
Author: United States. Office of Education
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 132
Book Description
Recent Research in Reading
Author:
Publisher: New York : CCM Information Corporation
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 328
Book Description
Over 1600 references to ERIC documents and ERIC journal articles. Entries arranged numerically under document and journal article sections. Documents are annotated and entries contain order information. Subject, author indexes.
Publisher: New York : CCM Information Corporation
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 328
Book Description
Over 1600 references to ERIC documents and ERIC journal articles. Entries arranged numerically under document and journal article sections. Documents are annotated and entries contain order information. Subject, author indexes.