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Author: A.F. Jorm
Publisher: Routledge
ISBN: 1351614320
Category : Psychology
Languages : en
Pages : 108
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Book Description
Originally published in 1983, recent advances in cognitive psychology had revealed that reading and spelling disabilities may be due to deficits in basic cognitive processes. Dr Jorm looks at each type of disability in detail, in relation to normality as well as intellectual disability (formerly called retardation), and finds that the new research provides a useful approach to seemingly intractable problems. He covers a broad range of topics, including the social context of reading disabilities, the role of biological factors, remedial teaching, and prevention of literacy problems. He also gives a forward-looking account of how research at the time on the cognitive processes in comprehension might aid our understanding of the relatively neglected group of children who can read individual words yet fail to comprehend adequately. Reading disabilities are increasingly serious in a culture which places an ever higher value on literacy, and the discoveries of the cognitive psychologists are presented here in a way that will still be accessible to all those teachers and parents who want to know about developments in the past.
Author: A.F. Jorm
Publisher: Routledge
ISBN: 1351614320
Category : Psychology
Languages : en
Pages : 108
Get Book Here
Book Description
Originally published in 1983, recent advances in cognitive psychology had revealed that reading and spelling disabilities may be due to deficits in basic cognitive processes. Dr Jorm looks at each type of disability in detail, in relation to normality as well as intellectual disability (formerly called retardation), and finds that the new research provides a useful approach to seemingly intractable problems. He covers a broad range of topics, including the social context of reading disabilities, the role of biological factors, remedial teaching, and prevention of literacy problems. He also gives a forward-looking account of how research at the time on the cognitive processes in comprehension might aid our understanding of the relatively neglected group of children who can read individual words yet fail to comprehend adequately. Reading disabilities are increasingly serious in a culture which places an ever higher value on literacy, and the discoveries of the cognitive psychologists are presented here in a way that will still be accessible to all those teachers and parents who want to know about developments in the past.
Author: Jagannath Prasad Das
Publisher: SAGE Publications
ISBN: 8178298953
Category : Education
Languages : en
Pages : 218
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Book Description
The author interprets reading difficulties and dyslexia in terms of PASS (Planning-Attention-Simultaneous-Successive) processes, which are the four main processes of knowing and thinking that replace the traditional views of IQ and redefine intelligence. The PASS theory is used to explain reading problems that are not explained by a traditional IQ assessment.
Author: Arthur Irving Gates
Publisher:
ISBN:
Category : Reading, Psychology of
Languages : en
Pages : 124
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Book Description
Author: Linda Siegel
Publisher:
ISBN: 9781926966298
Category : Education
Languages : en
Pages : 295
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Book Description
In this accessibly written book, Linda Siegel challenges the use of complex and time-consuming testing that is currently used to diagnose learning disabilities. In their place, she outlines simple and pragmatic techniques for testing for disabilities in reading, mathematics, spelling, and writing.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Katharine G. Butler
Publisher: Psychology Press
ISBN: 1135665923
Category : Education
Languages : en
Pages : 396
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Book Description
The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.
Author: J. Rispens
Publisher: Springer Science & Business Media
ISBN: 9401725810
Category : Psychology
Languages : en
Pages : 241
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Book Description
Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairments in these functions do exist and appear to follow a developmental course. How to identify children presenting with such problems and how to operationalize the disorders has long challenged professionals. This text grew from an international symposium held in the Netherlands, but all chapters have been specially prepared for the publication. Described in the foreword by Sir Michael Rutter, FRS, as ` ... thoughtful and well informed discussions ... that may serve as a basis for a problem-solving set of both research strategies and practical steps that will ensure real resolutions of the dilemmas outlined here', the text should serve as a stimulating source for debate of the many issues involved.
Author: A.F. Jorm
Publisher: Routledge
ISBN: 1351614339
Category : Psychology
Languages : en
Pages : 146
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Book Description
Originally published in 1983, recent advances in cognitive psychology had revealed that reading and spelling disabilities may be due to deficits in basic cognitive processes. Dr Jorm looks at each type of disability in detail, in relation to normality as well as intellectual disability (formerly called retardation), and finds that the new research provides a useful approach to seemingly intractable problems. He covers a broad range of topics, including the social context of reading disabilities, the role of biological factors, remedial teaching, and prevention of literacy problems. He also gives a forward-looking account of how research at the time on the cognitive processes in comprehension might aid our understanding of the relatively neglected group of children who can read individual words yet fail to comprehend adequately. Reading disabilities are increasingly serious in a culture which places an ever higher value on literacy, and the discoveries of the cognitive psychologists are presented here in a way that will still be accessible to all those teachers and parents who want to know about developments in the past.
Author: Andrew W. Ellis
Publisher: Psychology Press
ISBN: 9780863773075
Category : Medical
Languages : en
Pages : 156
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Book Description
This textbook attempts to present work on reading and writing and on acquired and developmental dyslexia to a non-specialist audience.
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
