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Explaining individual differences in reading : theory and evidence

Explaining individual differences in reading : theory and evidence (1회 대출)

자료유형
단행본
개인저자
Brady, Susan A. Braze, David. Fowler, Carol A.
서명 / 저자사항
Explaining individual differences in reading : theory and evidence / edited by Susan A. Brady, David Braze, Carol A. Fowler.
발행사항
New York :   Psychology Press,   c2011.  
형태사항
xxxiii, 257 p. : ill. ; 24 cm.
총서사항
New directions in communication disorders research
ISBN
9781848729360 (hardback)
요약
"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.
서지주기
Includes bibliographical references and indexes.
일반주제명
Reading disability. Reading -- Physiological aspects. Phonology.
000 02791camuu2200337 a 4500
001 000045741716
005 20130306175430
008 130306s2011 nyua b 001 0 eng
010 ▼a 2010048562
020 ▼a 9781848729360 (hardback)
035 ▼a (KERIS)REF000016153985
040 ▼a DLC ▼c DLC ▼d DLC ▼d 211009
050 0 0 ▼a LB1050.5 ▼b .E97 2011
082 0 0 ▼a 418/.4019 ▼2 23
084 ▼a 418.4019 ▼2 DDCK
090 ▼a 418.4019 ▼b E96
245 0 0 ▼a Explaining individual differences in reading : ▼b theory and evidence / ▼c edited by Susan A. Brady, David Braze, Carol A. Fowler.
260 ▼a New York : ▼b Psychology Press, ▼c c2011.
300 ▼a xxxiii, 257 p. : ▼b ill. ; ▼c 24 cm.
490 1 ▼a New directions in communication disorders research
504 ▼a Includes bibliographical references and indexes.
520 ▼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.
650 0 ▼a Reading disability.
650 0 ▼a Reading ▼x Physiological aspects.
650 0 ▼a Phonology.
700 1 ▼a Brady, Susan A.
700 1 ▼a Braze, David.
700 1 ▼a Fowler, Carol A.
830 0 ▼a New directions in communication disorders research.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 418.4019 E96 등록번호 111689885 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

Foreword by William Tunmer. Preface. Part 1. Theoretical Foundations: Phonology and Reading. C.A. Fowler, How Theories of Phonology May Enhance Understanding of the Role of Phonology in Reading Development and Reading Disability. Part 2. Phonological Factors in Learning to Read. D. Braze, G.W. McRoberts, C. McDonough, Early Precursors of Reading-Relevant Phonological Skills. D.L. Share, On the Role of Phonology in Reading Acquisition: The Self-Teaching Hypothesis. S.A. Brady, Efficacy of Phonics Teaching for Reading Outcomes: Indications from Post NRP Research. N. Patton Terry, H. Scarborough, The Phonological Hypothesis as a Valuable Framework for Studying the Relation of Dialect Variation to Early Reading Skills. Part 3. Sources of Individual Differences Beyond Phonological Deficits . M.J. Snowling, Beyond Phonological Deficits: Sources of Individual Differences in Reading Disability. H.W. Catts, S. Adlof, Phonological and Other Language Deficits Associated with Dyslexia. C. Perfetti, Phonology is Critical in Reading -- But a Phonological Deficit is Not the Only Source of Low Reading Skill. Part 4. Unraveling the Biology of Reading and Reading Differences. B. Byrne, Evaluating the Role of Phonological Factors in Early Literacy Development: Insights from Experimental and Behavior-Genetic Studies. R. Olson, Genetic and Environmental Influences on Phonological Abilities and Reading Achievement. J.J. Diehl, S.J. Frost, W.E. Mencl, K.R. Pugh, Neuroimaging and the Phonological Deficit Hypothesis.


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