Buch, Englisch, 400 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 504 g
Buch, Englisch, 400 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 504 g
Reihe: Routledge Library Editions: Literacy
ISBN: 978-0-8153-7361-2
Verlag: Routledge
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Zielgruppe
Postgraduate and Professional
Autoren/Hrsg.
Weitere Infos & Material
Preface 1. Studies in the Acquisition Procedure for Reading: Rationale, Hypotheses, and Data B. Byrne 2. Reading, Spelling, and the Orthographic Cipher P.B. Gough, C. Juel, P.L. Griffith 3. Rhyme, Analogy, and Children's Reading U. Goswami, P. Bryant 4. The Role of Intrasyllabic Units in Learning to Read and Spell R. Treiman 5. Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding L.C. Ehri 6. The Representation Problem in Reading Acquisition C.A. Perfetti 7. Cognitive and Linguistic Factors in Learning to Read W.E. Tunmer, W.A. Hoover 8. Reading Stories to Preliterate Children: A Proposed Connection to Reading J.M. Mason 9. Dyslexia in a Computational Model of Word Recognition in Reading M. Seidenberg 10. Identifying the Causes of Reading Disability D. Shankweiler, S. Crain, S. Brady, P. Macaruso 11. Speculations on the Causes and Consequences of Individual Differences in Early Reading Acquisition K.E. Stanovich 12. Whole Language Versus Code Emphasis: Underlying Assumptions and Their Implications for Reading Instruction I.Y. Liberman, A.M. Liberman
