Language and Reading Disabilities: Pearson New International Edition


3e édition

VitalSource eBook (VitalBook) - En anglais 49,00 € DRM

Spécifications


Éditeur
Pearson Education
Édition
3
Auteur
Alan G. Kamhi, Hugh W. Catts,
Langue
anglais
BISAC Subject Heading
EDU000000 EDUCATION > EDU056000 EDUCATION / Vocational > MED007000 MEDICAL / Audiology & Speech Pathology
BIC subject category (UK)
JN Education > JNRV Industrial or vocational training > MMZL Speech & language disorders & therapy
Code publique Onix
05 College/higher education
Date de première publication du titre
01 novembre 2013
Subject Scheme Identifier Code
Classification thématique Thema: Education
Classification thématique Thema: Audiologie et otologie
Classification thématique Thema: Troubles de l’expression et du langage et thérapie
Classification thématique Thema: Formation industrielle ou professionnelle

VitalSource eBook


Date de publication
01 novembre 2013
ISBN-13
9781292035192
Ampleur
Nombre de pages de contenu principal : 326
Code interne
1292035196
Protection technique e-livre
DRM

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Sommaire


Preface  

Acknowledgments  

Contributors and Affiliations  

CHAPTER 1: Language and Reading: Convergences and Divergences  

Alan G. Kamhi and Hugh W. Catts

 

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  

 

CHAPTER 2: Reading Development  

Alan G. Kamhi and Hugh W. Catts

 

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  

 Evaluating the Self-Teaching Hypothesis

The Development of Reading Comprehension  

 Misconceptions about Comprehension Development

Summary  

References  

 

 

 

CHAPTER 3: Defining and Classifying Reading Disabilities  

Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof

 

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   

 Dyslexia as a Specific Learning Disability

 Problems in Word Recognition and Spelling

 Deficits in Phonological Processing

 Unexpected Underachievement

 Secondary Consequences

Classifying Dyslexia and Other Language-Based Reading Difficulties

 Subtypes Based on the Simple View of Reading  

 Classification Studies

 Other Subtyping Methods Based on Word Recognition Skills

 Combining Subtypes in Research and Practice

 Clinical Implications

References  

CHAPTER 4: Causes of Reading Disabilities  

Hugh W. Catts,  alan G. Kamhi, and Suzanne A. Adlof

 

Extrinsic Causes of Reading Disabilities  

 Early Literacy Experience  

 Reading Instruction  

 Matthew Effects  

Intrinsic Causes of Reading Disabilities  

 Genetic Basis  

 Neurological Basis  

 Visually-Based Deficits  

 Auditory Processing Deficits  

 Attention-Based Deficits  

 Language-Based Deficits  

References  

 

CHAPTER 5:  Assessment and Instruction for Phonemic Awareness and Word Recognition Skills  

Stephanie Al Otaiba,  Marcia L.Kosanovich, and Joseph K. Torgeson

 

Development and Assessment of 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  

Development and Assessment of Word Recognition  

 Issues in the Assessment of Word Recognition  

 Commonly Used Measures of Word Recognition Ability  

Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention

 What Do We Know about Effective Code-focused Classroom Instruction?

 What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes?

 What Do We Know about Training Code-focused Skills through Supplemental Interventions?

 What Do We Know about Poor Responders?

Issues for Future Research and Development

References

 

CHAPTER 6:  Spelling Assessment and Intervention: A Multiple Linguistic Approach to   Improving Literacy Outcomes

Kenn Apel, Julie J. Masterson, and Danielle Brimo

 

The Language Basis of Spelling

 Phonological Knowledge

 Orthographic Pattern Knowledge

 Morphologic Knowledge

 Semantic Knowledge

 Mental Graphemic Representations

Relation between Spelling and Other Literacy Skills

Developmental Spelling Theories

Multi-linguistic Approach to Assessment

 Determining Goals

 Measuring Progress

Multi-Linguistic Approach to Instruction and Intervention

 Prescriptive, Multi-Linguistic Intervention

 Improving Orthographic Pattern Knowledge 

 Other Orthographic Pattern Knowledge Strategies

 Improving Morphological Knowledge

Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics

Multi-linguistic Instruction at the Classroom Level

Summary

References 

 

CHAPTER 7: Perspectives on Assessing and Improving Reading Comprehension

Alan G. Kamhi

 

Defining comprehension

 Reader Abilities

 Text Factors

 Task Factors

 A Model of Comprehension

Assessing Reading Comprehension

Comprehension Instruction

 Strategy Instruction

 Content Goals and Disciplinary Literacy

Summary and Conclusions

 

CHAPTER 8:  Assessing and Remediating Text Comprehension Problems

Carol E. Westby

 

Cognitive and Linguistic Underpinnings for Literacy

 Linguistic Skills for Literacy

 Cognitive Understanding for Text Comprehension

Assessing Language and Cognitive Skills for Text Comprehension  

 Assessing Literate Language Style (Text Microstructures)  

 Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures)

 Assessing Recognition/Comprehension of Content Schemata

 Assessing ability to organize schema content and text grammars

Facilitating Text Comprehension  

 Developing Linguistic Microstructures

 Developing Macrostructure Schemas

Summary  

References  

Children’s Materials  

Appendix A: Books to Develop Connectives/Complex Clauses

Appendix B: Cinderella Stories  

 

 

CHAPTER 9:  Learning to Write  

Cheryl M. Scott

 

A Framework for Writing  

 

Emergent and Early School Writing: Age 4-8 Years

Learning to Write Genre-Specific Text: Ages 9+

 Learning the Macrostructure of Writing: Genre Development

 Interpretation of Genre Studies: Effects of Task and Curriculum

 Learning the Microstructure of Writing:  Sentence Grammar

 Learning the Process of Writing

How Well Do Children Write: Incidence of Writing Disorder and National Assessments

Writing, Reading, and Oral Language

Summary  

References  

 

CHAPTER 10: Developing Knowledge and Skills for Writing

Carol E. Westby

 

Introduction

Developing Writing Foundations

 Production/Transcription Skills

 Cognitive/Linguistic Skills

 Exploring the post-modern genre

 Expository texts

 Syntactic Structures

 Summarizing

Developing Writing Processes

 Strategies for Generative Ideas and Planning

 Strategies for Production

 Strategies for Revising

Summary  

Children’s Books

Appendix 10.1

References

Index  



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