| Description |
vii, 504 pages : illustrations ; 24 cm |
| Note |
Originally published in 1998 by Lawrence Erlbaum Associates, Inc. |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
Why is speech so much easier than reading? / Alvin M. Liberman -- The decomposition of decoding / Philip B. Gough and Sebastian Wren -- Language prediction skill, phonological recoding ability, and beginning reading / William E. Tunmer and James W. Chapman -- Rime-based coding in early reading development in English : orthographic analogies and rime neighborhoods / Usha Goswami -- Word reading by sight and by analogy in beginning readers / Linnea C. Ehri -- Phonological awareness : its nature and its influence over early literacy development / Valerie Muter -- Why and how phoneme awareness helps learning to read / José Morais, Phillipe Mousty, and Régine Kolinsky -- Proto-literate knowledge : antecedents and influences on phonological awareness and literacy / Roderick W. Barron -- Outcomes of adults with childhood histories of dyslexia / Maggie Bruck -- Development and variation in developmental dyslexia / Margaret Snowling, Nata Goulandris, and Neil Defty -- The development of reading skills in poor readers : educational implications / Rebecca H. Felton -- Normal and dyslexic reading development : the role of formal models / Jamie L. Metsala and Gordon D. A. Brown -- The origin and functions of phonological representations in deaf people / Jesus Alegria -- The role of letter learning in developing phonemic awareness skills in preschool children : implications for explanations of reading disorders / Rhona S. Johnston -- Fixed reference eye and reading disability : is there a connection? / Nata K. Goulandris, Ann McKintyre, and Margaret Snowling -- Predicting reading comprehension from listening comprehension : is this the answer to the IQ debate? / R. Malatesha Joshi, Katherine A. Williams, and Jackie R. Wood -- Comprehension skill and inference-making ability : issues of causality / Kate Cain and Jane Oakhill -- Individual differences in children's comprehension skill : toward an integrated model / Jane Oakhill, Kate Cain, and Nicola Yuill -- Beginning to spell in English / Rebecca Treiman -- Phonological and orthographic processes in good and poor spellers / Carolyn Lennox and Linda S. Siegel -- The anatomy of word-specific memory / P. G. Aaron, Susan Wilczynski, and Victoria Keetay -- Strategies used by 9- to 12-year-old children in written spelling / Che Kan Leong -- The role of analogy in early spelling development / Kate Nation and Charles Hulme -- What kind of one-on-one tutoring helps a poor reader? / Connie Juel -- Studies of computer-aided remediation for reading disabilities / Barbara W. Wise and Richard K. Olson. |
| Subject |
Reading -- Code emphasis approaches.
|
|
Reading -- Remedial teaching.
|
|
English language -- Orthography and spelling -- Study and teaching.
|
| Added Author |
Hulme, Charles, editor.
|
|
Joshi, R. Malatesha, editor.
|
| ISBN |
1138984604 |
|
9781138984608 |
|
