Explaining individual differences in reading: theory and evidence
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York
Psychology Press
2011
|
| Schriftenreihe: | New directions in communication disorders research
|
| Schlagworte: | |
| Beschreibung: | Includes bibliographical references and indexes "Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher |
| Beschreibung: | 1 Online-Ressource (xxxiii, 257 p.) |
| ISBN: | 9781848729360 0203817966 9780203817964 |
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| 245 | 1 | 0 | |a Explaining individual differences in reading |b theory and evidence |c edited by Susan A. Brady, David Braze, Carol A. Fowler |
| 264 | 1 | |a New York |b Psychology Press |c 2011 | |
| 300 | |a 1 Online-Ressource (xxxiii, 257 p.) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a New directions in communication disorders research | |
| 500 | |a Includes bibliographical references and indexes | ||
| 500 | |a "Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher | ||
| 505 | 0 | |a pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences | |
| 533 | |a Online-Ausgabe |n Available via World Wide Web | ||
| 650 | 4 | |a Reading disability | |
| 650 | 4 | |a Reading / Physiological aspects | |
| 650 | 4 | |a Phonetics | |
| 700 | 1 | |a Brady, Susan A. |e Sonstige |4 oth | |
| 700 | 1 | |a Braze, David |e Sonstige |4 oth | |
| 700 | 1 | |a Fowler, Carol A. |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Reproduktion von |t Explaining individual differences in reading |d 2011 |
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Datensatz im Suchindex
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| contents | pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences |
| ctrlnum | (OCoLC)732320794 (DE-599)BVBBV040838959 |
| dewey-full | 418/.4019 |
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| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418/.4019 |
| dewey-search | 418/.4019 |
| dewey-sort | 3418 44019 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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| id | DE-604.BV040838959 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:34:23Z |
| institution | BVB |
| isbn | 9781848729360 0203817966 9780203817964 |
| language | English |
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| psigel | ZDB-38-EBR |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Psychology Press |
| record_format | marc |
| series2 | New directions in communication disorders research |
| spelling | Explaining individual differences in reading theory and evidence edited by Susan A. Brady, David Braze, Carol A. Fowler New York Psychology Press 2011 1 Online-Ressource (xxxiii, 257 p.) txt rdacontent c rdamedia cr rdacarrier New directions in communication disorders research Includes bibliographical references and indexes "Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences Online-Ausgabe Available via World Wide Web Reading disability Reading / Physiological aspects Phonetics Brady, Susan A. Sonstige oth Braze, David Sonstige oth Fowler, Carol A. Sonstige oth Reproduktion von Explaining individual differences in reading 2011 |
| spellingShingle | Explaining individual differences in reading theory and evidence pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences Reading disability Reading / Physiological aspects Phonetics |
| title | Explaining individual differences in reading theory and evidence |
| title_auth | Explaining individual differences in reading theory and evidence |
| title_exact_search | Explaining individual differences in reading theory and evidence |
| title_full | Explaining individual differences in reading theory and evidence edited by Susan A. Brady, David Braze, Carol A. Fowler |
| title_fullStr | Explaining individual differences in reading theory and evidence edited by Susan A. Brady, David Braze, Carol A. Fowler |
| title_full_unstemmed | Explaining individual differences in reading theory and evidence edited by Susan A. Brady, David Braze, Carol A. Fowler |
| title_short | Explaining individual differences in reading |
| title_sort | explaining individual differences in reading theory and evidence |
| title_sub | theory and evidence |
| topic | Reading disability Reading / Physiological aspects Phonetics |
| topic_facet | Reading disability Reading / Physiological aspects Phonetics |
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