Foundations of reading acquisition and dyslexia :implications for early intervention
- 其他作者: Blachman, Benita A.
- 出版: Mahwah, N.J. : L. Erlbaum Associates 1997.
- 稽核項: 1 online resource (xxii, 463 pages) :illustrations.
- 標題: Dyslexie , Congrès. , Anglais (Langue) , Dyslexia , Enfants dyslexiques Éducation -- Congrès. , Word recognition Congresses. , LANGUAGE ARTS & DISCIPLINES Reading Skills. , Orthographe Congrès. , English language Orthography and spelling. , Reading Congresses. , Lecture , Reading , Congress , Dyslexic children Education -- Congresses. , Orthography and spelling. , Word recognition. , Lecture Pédagogie de soutien. , Leesvaardigheid. , Mots, Reconnaissance des. , ÉducationCongrès. , Lecture Congrès. , Reading. , Reconnaissance des mots , Enseignement correctif , Remedial teachingCongresses. , Reading Remedial teaching -- Congresses. , LANGUAGE ARTS & DISCIPLINES , Enfants dyslexiques , Dyslexia. , Conference papers and proceedings. , Kinderen. , English language , Pédagogie de soutien. , EducationCongresses. , Éducation , Actes de congrès. , English language Orthography and spelling -- Congresses. , Electronic books. , Anglais (Langue) Orthographe -- Congrès. , Dyslexie Congrès. , Congresses. , Remedial teaching , Enseignement correctifCongrès. , Dyslexic children Education. , Word recognition , Dyslexia Congresses. , Reading Skills. , Remedial teaching. , Dyslexic children , Education. , Reconnaissance des mots Congrès. , Orthographe , Lecture Enseignement correctif -- Congrès. , Reading Remedial teaching. , Education , Dyslexie. , Orthography and spelling
- ISBN: 1135689520 , 9781135689520
- ISBN: 080582362X , 0805823638 , 9780805823622 , 9780805823639
- 試查全文@TNUA:
- 附註: "The chapters in this volume are based on presentations made at a conference on 'Cognitive and Linguistic Foundations of Reading Acquisition: Implications for Intervention and Research.' The conference was sponsored by the National Dyslexia Research Foundation (NDRF) and held in Kauai, Hawaii, from May 27 to June 1, 1995"--Preface. Includes bibliographical references and indexes. How theories of speech affect research in reading and writing / Alvin M. Liberman -- Ability to encode phonological representations: an underlying difficulty of poor readers / Susan Amanda Brady -- The role of temporal processing in developmental language-based learning disorders: research and clinical implications / Paula Tallal [and others] -- A provisional, integrative account of phonological and naming-speed dificits in dyslexia: implications for diagnosis and intervention / Maryanne Wolf -- Subtypes of dyslexia: an old problem revisited / Jack M. Fletcher [and others] -- Subtypes of developmental dyslexia: differences in phonological and orthographic coding / Keith E. Stanovich [and others]. A cross-linguistic study of early literacy acquisition / Maggie Bruck, Fred Genesee, and Marketa Caravolas -- Sight word learning in normal readers and dyslexics / Linnea C. Ehri -- Spelling in normal children and dyslexics / Rebecca Treiman -- Children's understanding of the connection between grammar and spelling / Peter E. Bryant, Terezinha Nunes, and Miriam Bindman -- The case for early reading intervention / Barbara R. Foorman [and others] -- Assessing the child's and the environment's contribution to reading acquisition: what we know and what we don't know / Brian Byrne [and others] -- Approaches to the prevention and remediation of phonologically based reading disabilities / Joseph K. Torgesen, Richard K. Wagner, and Carol A. Rashotte. The Etiology and remediation of phonologically based word recognition and spelling disabilities: are phonological deficits the "hole" story? / Richard K. Olson [and others] -- The use of rime-based orthographic analogy training as an intervention strategy for reading-disabled children / Keith R. Greaney, William E, Tunmer, and James W. Chapman -- Toward distinguishing between cognitive and experiential deficits as primary sources of difficulty in learning to read: the importance of early intervention in diagnosing specific reading disability / Frank R. Vellutino, Donna M. Scanlon, and Edward R. Sipay -- Closing the gap on reading failure: social background, phonemic awareness, and learning to read / Tom Nicholson -- Early intervention and phonological awareness: a cautionary tale / Benita A. Blachman.
- 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=21053
- 系統號: 005291387
- 資料類型: 電子書
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- 引用網址: 複製連結
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.
來源: Google Book
來源: Google Book
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