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Author: Virginia Wise Berninger
Publisher:
ISBN:
Category : Language acquisition
Languages : en
Pages : 450
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Book Description
Author: Virginia Wise Berninger
Publisher:
ISBN:
Category : Language acquisition
Languages : en
Pages : 450
Get Book Here
Book Description
Author: V.W. Berninger
Publisher: Springer
ISBN: 9789048144600
Category : Medical
Languages : en
Pages : 0
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Book Description
The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).
Author: Shane Templeton
Publisher: Routledge
ISBN: 1135438978
Category : Education
Languages : en
Pages : 400
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Book Description
This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored. The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
Author: David A. Kilpatrick
Publisher: John Wiley & Sons
ISBN: 1118845404
Category : Psychology
Languages : en
Pages : 450
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Book Description
Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Author: Uta Frith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 582
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Book Description
Author: Matthew Goldrick
Publisher: Oxford University Press
ISBN: 0199393516
Category : Psychology
Languages : en
Pages : 513
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Book Description
The Oxford Handbook of Language Production provides a comprehensive, multidisciplinary review of the complex mechanisms involved in language production. It describes what we know of the computational, linguistic, cognitive, and brain bases of human language production - from how we conceive the messages we aim to convey, to how we retrieve the right (and sometimes wrong) words, how we form grammatical sentences, and how we assemble and articulate individual sounds, letters, and gestures. Contributions from leading psycholinguists, linguists, and neuroscientists offer readers a broad perspective on the latest research, highlighting key investigations into core aspects of human language processing. The Handbook is organized into three sections: speaking, written and sign languages, and how language production interfaces with the wider cognitive system, including control processes, memory, non-linguistic gestures, and the perceptual system. These chapters discuss a wide array of levels of representation, from sentences to individual words, speech sounds and articulatory gestures, extending to discourse and the broader social context of speaking. Detailed supporting chapters provide an overview of key issues in linguistic structure at each level of representation. Authoritative yet concisely written, the volume will be of interest to scholars and students working in cognitive psychology, psycholinguistics, cognitive neuroscience, computer science, audiology, and education, and related fields.
Author: V.W. Berninger
Publisher: Springer Science & Business Media
ISBN: 9401734925
Category : Medical
Languages : en
Pages : 390
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Book Description
The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).
Author: Michael L. Kamil
Publisher: Routledge
ISBN: 1136891420
Category : Education
Languages : en
Pages : 799
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Book Description
The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV brings the field authoritatively and comprehensively up-to-date.
Author: Kate Cain
Publisher: John Benjamins Publishing Company
ISBN: 902726564X
Category : Language Arts & Disciplines
Languages : en
Pages : 544
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Book Description
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Author: Michael L. Kamil
Publisher: Routledge
ISBN: 1351779583
Category : Education
Languages : en
Pages : 1438
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Book Description
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
