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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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The Development of Reading Comprehension | |
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Alternative Views of Comprehension | |
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Summary | |
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References | |
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Defining 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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Other Language-Based Reading Disabilities | |
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Summary | |
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References | |
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Classification of Reading Disabilities | |
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Subtypes Based on Comprehension versus Word Recognition Problems | |
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Classification Studies | |
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Subtypes Based on Nature of Word Recognition Deficits | |
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Reading Styles | |
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Dysphonetic, Dyseidetic, and Alexic Subgroups | |
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Deep, Phonological, and Surface Dyslexia | |
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Heterogeneity without Clustsers | |
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Hard versus Soft Subtypes | |
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Rate-Disabled versus Accuracy-Disabled Readers | |
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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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Visual-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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Assessment of and Instruction in 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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Instruction in Phonemic Awareness | |
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Procedures and Materials to Stimulate Growth of Phonemic Awareness | |
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Assessment of and Instruction in 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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Instruction in Word Recognition | |
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Issues for Future Research and Development | |
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References | |
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Assessing and Remediating Text Comprehension Problems | |
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Comprehending Narrative and Expository Texts | |
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Information Used in Text Comprehension | |
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Narrative and Expository Variations in Text Grammars and Schema Content | |
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Metacognitive Processing in Text Comprehension | |
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Assessing Language and Cognitive Skills for Text Comprehension | |
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Assessing Literate Language Style | |
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Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata | |
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Assessing Metacognition | |
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Facilitating Text Comprehension | |
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Developing a Literature Language Style | |
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Developing Narrative Schema Knowledge | |
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Facilitating Metacognition | |
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Summary | |
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References | |
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Appendix | |
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Children's Materials | |
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Cinderella Stories | |
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Learning to Write | |
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A Framework for Writing | |
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Context and Purpose: Where, for Whom, and Why? | |
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Linguistic Form | |
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The Process of Writing | |
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Writing in the Future | |
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Learning to Write: Transcription | |
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Handwriting | |
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Spelling | |
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Learning to Write: Composing | |
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Emergent Writing, Age 4 to 6 Years | |
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Conventional Writing: The Early School Years | |
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Learning the Genres of School Writing | |
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Writing Standards and Assessments in Schools | |
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Learning the Grammar of Writing | |
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Learning the Process of Writing | |
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Gender Differences in Writing Development | |
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Writing Problems of Children and Adolescents with Reading Disabilities | |
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Product-Oriented Research | |
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Process-Oriented Research | |
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Summary | |
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References | |
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The Right Stuff for Writing: Assessing and Facilitating Written Language | |
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Assessing Student Writers | |
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A Framework for Writing | |
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Types of Writing Assessments | |
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Scoring Systems | |
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Developmental Rubrics | |
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Metacognitive Awareness | |
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Facilitating Writing | |
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Facilitating Skills and Knowledge | |
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Facilitating Self-Regulatory Writing Strategies | |
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Summary | |
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Appendixes | |
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Example Writing Prompts | |
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Portfolio Writing Assessment | |
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Analytic Scoring Guidelines | |
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Analytic Scoring Guide for Informational Writing | |
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Predicate Transformations Reflecting Landscape of Consciousness | |
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Coding Chart for Writing Interview | |
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The Three Little Peccaries and the Big Bad Jaguar | |
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References | |
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Computer Programs | |
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Index | |