Language and Reading Disabilities

ISBN-10: 0205444172

ISBN-13: 9780205444175

Edition: 2nd 2005 (Revised)

List price: $86.67
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Book details

List price: $86.67
Edition: 2nd
Copyright year: 2005
Publisher: Allyn & Bacon, Incorporated
Publication date: 11/9/2004
Binding: Paperback
Pages: 384
Size: 7.00" wide x 9.25" long x 0.75" tall
Weight: 1.320
Language: English

Preface
Acknowledgments
Contributors and Affiliations
Language and Reading: Convergences and Divergences
Defining Language
Phonology
Semantics
Morphology
Syntax
Pragmatics
Defining Reading
Models of Spoken and Written Language Comprehension
Comprehending Spoken and Written Language
Perceptual Analyses
Word Recognition
Discourse-Level Processes
Differences between Spoken and Written Language
Physical Differences
Situational Differences
Functional Differences
Form Differences
Vocabulary Differences
Grammatical Differences
Processing Differences
Basic Factors in Reading and Language Development
Summary
References
Reading Development
Emergent Literacy Period (Birth-Kindergarten)
Joint Book Reading
Learning about Print
Summary
The Development of Word Recognition Skills
Logographic Stage
Alphabetic Stage
Orthographic Stage and Automatic Word Recognition
Problems with Stage Theories of Word Recognition
The Self-Teaching Hypothesis
The Development of Reading Comprehension
Alternative Views of Comprehension
Summary
References
Defining Reading Disabilities
Historical Basis of Reading Disabilities
Early Reports
Orton
Johnson and Myklebust
The Modern Era
Terminology
Prevalence
Gender Differences
Defining Reading Disability
Exclusionary Factors
IDA Definition
Other Language-Based Reading Disabilities
Summary
References
Classification of Reading Disabilities
Subtypes Based on Comprehension versus Word Recognition Problems
Classification Studies
Subtypes Based on Nature of Word Recognition Deficits
Reading Styles
Dysphonetic, Dyseidetic, and Alexic Subgroups
Deep, Phonological, and Surface Dyslexia
Heterogeneity without Clustsers
Hard versus Soft Subtypes
Rate-Disabled versus Accuracy-Disabled Readers
Combining Subtypes in Research and Practice
Clinical Implications
References
Causes of Reading Disabilities
Extrinsic Causes of Reading Disabilities
Early Literacy Experience
Reading Instruction
Matthew Effects
Intrinsic Causes of Reading Disabilities
Genetic Basis
Neurological Basis
Visual-Based Deficits
Auditory Processing Deficits
Attention-Based Deficits
Language-Based Deficits
References
Assessment and Instruction for Phonemic Awareness and Word Recognition Skills
Assessment of and Instruction in Phonemic Awareness
The Importance of Phonemic Awareness in Learning to Read
Purposes for Assessment of Phonemic Awareness
Procedures and Measures Used to Assess Phonemic Awareness
Instruction in Phonemic Awareness
Procedures and Materials to Stimulate Growth of Phonemic Awareness
Assessment of and Instruction in Word Recognition
Issues in the Assessment of Word Recognition
Commonly Used Measures of Word Recognition Ability
Instruction in Word Recognition
Issues for Future Research and Development
References
Assessing and Remediating Text Comprehension Problems
Comprehending Narrative and Expository Texts
Information Used in Text Comprehension
Narrative and Expository Variations in Text Grammars and Schema Content
Metacognitive Processing in Text Comprehension
Assessing Language and Cognitive Skills for Text Comprehension
Assessing Literate Language Style
Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata
Assessing Metacognition
Facilitating Text Comprehension
Developing a Literature Language Style
Developing Narrative Schema Knowledge
Facilitating Metacognition
Summary
References
Appendix
Children's Materials
Cinderella Stories
Learning to Write
A Framework for Writing
Context and Purpose: Where, for Whom, and Why?
Linguistic Form
The Process of Writing
Writing in the Future
Learning to Write: Transcription
Handwriting
Spelling
Learning to Write: Composing
Emergent Writing, Age 4 to 6 Years
Conventional Writing: The Early School Years
Learning the Genres of School Writing
Writing Standards and Assessments in Schools
Learning the Grammar of Writing
Learning the Process of Writing
Gender Differences in Writing Development
Writing Problems of Children and Adolescents with Reading Disabilities
Product-Oriented Research
Process-Oriented Research
Summary
References
The Right Stuff for Writing: Assessing and Facilitating Written Language
Assessing Student Writers
A Framework for Writing
Types of Writing Assessments
Scoring Systems
Developmental Rubrics
Metacognitive Awareness
Facilitating Writing
Facilitating Skills and Knowledge
Facilitating Self-Regulatory Writing Strategies
Summary
Appendixes
Example Writing Prompts
Portfolio Writing Assessment
Analytic Scoring Guidelines
Analytic Scoring Guide for Informational Writing
Predicate Transformations Reflecting Landscape of Consciousness
Coding Chart for Writing Interview
The Three Little Peccaries and the Big Bad Jaguar
References
Computer Programs
Index
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