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Preface | |
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Acknowledgments | |
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Contributors and Affiliations | |
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Language and Reading: Convergences and Divergences | |
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Defining Language | |
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Phonology | |
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Semantics | |
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Morphology | |
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Syntax | |
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Pragmatics | |
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Defining Reading | |
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Models of Spoken and Written Language Comprehension | |
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Comprehending Spoken and Written Language | |
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Perceptual Analyses | |
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Word Recognition | |
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Discourse-Level Processes | |
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Differences between Spoken and Written Language | |
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Physical Differences | |
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Situational Differences | |
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Functional Differences | |
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Form Differences | |
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Vocabulary Differences | |
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Grammatical Differences | |
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Processing Differences | |
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Basic Factors in Reading and Language Development | |
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Summary | |
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References | |
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Reading Development | |
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Emergent Literacy Period (Birth Kindergarten) | |
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Joint Book Reading | |
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Learning about Print | |
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Summary | |
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The Development of Word Recognition Skills | |
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Logographic Stage | |
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Alphabetic Stage | |
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Orthographic Stage and Automatic Word Recognition | |
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Problems with Stage Theories of Word Recognition | |
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The Self-Teaching Hypothesis | |
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Evaluating the Self-Teaching Hypothesis | |
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The Development of Reading Comprehension | |
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Misconceptions about Comprehension Development | |
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Summary | |
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References | |
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Defining and Classifying Reading Disabilities | |
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Historical Basis of Reading Disabilities | |
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Early Reports | |
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Orton | |
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Johnson and Myklebust | |
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The Modern Era | |
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Terminology | |
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Prevalence | |
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Gender Differences | |
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Defining Reading Disability | |
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Exclusionary Factors | |
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IDA Definition | |
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Dyslexia as a Specific Learning Disability | |
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Problems in Word Recognition and Spelling | |
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Deficits in Phonological Processing | |
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Unexpected Underachievement | |
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Secondary Consequences | |
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Classifying Dyslexia and Other Language-Based Reading Difficulties | |
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Subtypes Based on the Simple View of Reading | |
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Classification Studies | |
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Other Subtyping Methods Based on Word Recognition Skills | |
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Combining Subtypes in Research and Practice | |
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Clinical Implications | |
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References | |
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Causes of Reading Disabilities | |
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Extrinsic Causes of Reading Disabilities | |
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Early Literacy Experience | |
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Reading Instruction | |
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Matthew Effects | |
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Intrinsic Causes of Reading Disabilities | |
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Genetic Basis | |
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Neurological Basis | |
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Visually-Based Deficits | |
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Auditory Processing Deficits | |
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Attention-Based Deficits | |
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Language-Based Deficits | |
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References | |
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Assessment and Instruction for Phonemic Awareness and Word Recognition Skills | |
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Development and Assessment of Phonemic Awareness | |
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The Importance of Phonemic Awareness in Learning to Read | |
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Purposes for Assessment of Phonemic Awareness | |
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Procedures and Measures Used to Assess Phonemic Awareness | |
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Development and Assessment of Word Recognition | |
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Issues in the Assessment of Word Recognition | |
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Commonly Used Measures of Word Recognition Ability | |
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Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention | |
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What Do We Know about Effective Code-focused Classroom Instruction? | |
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What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes? | |
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What Do We Know about Training Code-focused Skills through Supplemental Interventions? | |
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What Do We Know about Poor Responders?Issues for Future Research and Development | |
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References | |
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Perspectives on Assessing and Improving Reading Comprehension | |
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Defining comprehension | |
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Reader Abilities | |
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Text Factors | |
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Task Factors | |
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A Model of Comprehension | |
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Assessing Reading Comprehension | |
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Comprehension Instruction | |
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Strategy Instruction | |
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Content Goals and Disciplinary Literacy | |
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Summary and Conclusions | |
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Assessing and Remediating Text Comprehension Problems | |
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Cognitive and Linguistic Underpinnings for Literacy | |
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Linguistic Skills for Literacy | |
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Cognitive Understanding for Text Comprehension | |
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Assessing Language and Cognitive Skills for Text Comprehension | |
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Assessing Literate Language Style (Text Microstructures) | |
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Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures) | |
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Assessing Recognition/Comprehension of Content Schemata | |
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Assessing ability to organize schema content and text grammars | |
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Facilitating Text Comprehension | |
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Developing Linguistic Microstructures | |
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Developing Macrostructure Schemas | |
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Summary | |
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References | |
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Children's Materials | |
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Books to Develop Connectives/Complex Clauses | |
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Cinderella Stories | |
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Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes | |
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The Language Basis of Spelling | |
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Phonological Knowledge | |
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Orthographic Pattern Knowledge | |
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Morphologic Knowledge | |
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Semantic Knowledge | |
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Mental Graphemic Representations | |
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Relation between Spelling and Other Literacy Skills | |
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Developmental Spelling Theories | |
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Multi-linguistic Approach to Assessment | |
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Determining Goals | |
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Measuring Progress | |
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Multi-Linguistic Approach to Instruction and Intervention | |
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Prescriptive, Multi-Linguistic Intervention | |
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Improving Orthographic Pattern Knowledge | |
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Other Orthographic Pattern Knowledge Strategies | |
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Improving Morphological Knowledge | |
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Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics | |
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Multi-linguistic Instruction at the Classroom Level | |
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Summary | |
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References | |
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Learning to Write | |
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A Framework for Writing | |
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Emergent and Early School Writing: Age 4-8 Years | |
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Learning to Write Genre-Specific Text: Ages 9+ | |
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Learning the Macrostructure of Writing: Genre Development | |
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Interpretation of Genre Studies: Effects of Task and Curriculum | |
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Learning the Microstructure of Writing: Sentence Grammar | |
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Learning the Process of Writing | |
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How Well Do Children Write: Incidence of Writing Disorder and National Assessments | |
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Writing, Reading, and Oral Language | |
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Summary | |
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References | |
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Developing Knowledge and Skills for Writing | |
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Introduction | |
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Developing Writing Foundations | |
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Production/Transcription Skills | |
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Cognitive/Linguistic Skills | |
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Exploring the post-modern genre | |
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Expository texts | |
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Syntactic Structures | |
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Summarizing | |
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Developing Writing Processes | |
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Strategies for Generative Ideas and Planning | |
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Strategies for Production | |
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Strategies for Revising | |
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Summary | |
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Children's Books | |
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Appendix 10.1 | |
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References | |
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Index | |