Phonological Skills and Learning to Read

2016-05-19
Phonological Skills and Learning to Read

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  • Author: Usha Goswami
  • Publisher: Psychology Press
  • ISBN: 1317441559
  • Category : Psychology
  • Languages : en
  • Pages : 162

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

Phonological Awareness in Reading

2012-12-06
Phonological Awareness in Reading

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  • Author: Diane J. Sawyer
  • Publisher: Springer Science & Business Media
  • ISBN: 1461230101
  • Category : Education
  • Languages : en
  • Pages : 262

In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.

The Study of Dyslexia

2006-01-16
The Study of Dyslexia

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  • Author: Martin Turner
  • Publisher: Springer Science & Business Media
  • ISBN: 0306485346
  • Category : Medical
  • Languages : en
  • Pages : 289

In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies. This would benefit those—but not only those—many individuals who train with us, acquiring a postgraduate certificate and diploma with our higher education partner, the University of York. Since then, the century changed, the hinge of history creaked and Plenum was taken over by Kluwer Academic Publishers, but the first of the pair, Dyslexia in Practice, emerged quickly and on schedule (Townend and Turner, 2000). Written by staff and close associates of the Institute, its chapters were produced under close scrutiny and with the expedition of a command economy. To our delight, the book has seen a success which went beyond the dreams of its editors: it has been adopted by other courses similar to our own and is widely referred to. The same was never likely to be true of The Study of Dyslexia, which was envisaged as a theoretical companion volume written by authors and researchers of international repute. Nearly five years after the idea first took shape, this second volume now arrives to complete the enterprise, but it has been a very different project.

Phonological Awareness, Second Edition

2017-12-28
Phonological Awareness, Second Edition

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  • Author: Gail T. Gillon
  • Publisher: Guilford Publications
  • ISBN: 1462532888
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 290

"Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. Subject Areas/Key Words: phonological awareness, phonological skills, phonemic awareness, phonemes, phonology, phonics, spoken language impairments, oral language, written language, reading development, early literacy development, oracy, speaking, teaching, assessments, interventions, instructional approaches, speech-language pathologists, speech-language pathology, special education, struggling learners, speech problems, speech disorders, learning disabilities, learning disorders, specific language impairments, dyslexia, reading disorders, spelling development, English language learners, at-risk students, speech-language therapists, early childhood education, preschoolers; English as a second language; second-language acquisition; learning multiple languages; metalinguistics; sounds Audience: Reading specialists, teachers, and special educators working with children ages 3-17 (PreK-12); speech-language pathologists; school psychologists"--

Learning to Read: An Integrated View from Research and Practice

2012-12-06
Learning to Read: An Integrated View from Research and Practice

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  • Author: Terezinha Nunes
  • Publisher: Springer Science & Business Media
  • ISBN: 9401148260
  • Category : Psychology
  • Languages : en
  • Pages : 394

Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.

Reading and Spelling

2012-12-06
Reading and Spelling

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  • Author: Charles Hulme
  • Publisher: Routledge
  • ISBN: 1136498079
  • Category : Education
  • Languages : en
  • Pages : 550

This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.

Learning To Read

2013-12-16
Learning To Read

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  • Author: Laurence Rieben
  • Publisher: Routledge
  • ISBN: 113543638X
  • Category : Education
  • Languages : en
  • Pages : 228

How does a young child begin to make sense out of squiggles on a page? Is learning to read a process of extending already acquired language abilities to print? What comprises this extension? How children learn to read, and especially how children are taught to read, are problems of sustained scientific interest and enduring pedagogical controversy. This volume presents conceptual and theoretical analyses of learning to read, research on the very beginning processes of learning to read, as well as research on phonological abilities and on children who have problems learning to read. In so doing, it reflects the important discovery that learning to read requires mastering the system by which print encodes the language. The editors hope that some of the work offered in this text will influence future research questions and will make a difference in the way instructional issues are formulated.

A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness

2000
A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness

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  • Author: Joseph K. Torgesen
  • Publisher:
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 104

Foundations of Reading Acquisition and Dyslexia

2013-03-07
Foundations of Reading Acquisition and Dyslexia

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  • Author: Benita A. Blachman
  • Publisher: Routledge
  • ISBN: 1135689520
  • Category : Education
  • Languages : en
  • Pages : 471

The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

Handbook of Children’s Literacy

2013-03-09
Handbook of Children’s Literacy

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  • Author: Terezinha Nunes
  • Publisher: Springer Science & Business Media
  • ISBN: 9401717311
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 790

PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.