Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention / Edition 1

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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.

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Product Details

  • ISBN-13: 9780805823639
  • Publisher: Taylor & Francis
  • Publication date: 7/28/1997
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 488
  • Product dimensions: 5.90 (w) x 8.90 (h) x 1.20 (d)

Table of Contents

List of Contributors
I Theoretical Foundations 1
1 How Theories of Speech Affect Research in Reading and Writing 3
2 Ability to Encode Phonological Representations: An Underlying Difficulty of Poor Readers 21
3 The Role of Temporal Processing in Developmental Language-Based Learning Disorders: Research and Clinical Implications 49
4 A Provisional, Integrative Account of Phonological and Naming-Speed Deficits in Dyslexia: Implications for Diagnosis and Intervention 67
II Subtypes of Dyslexia 93
5 Subtypes of Dyslexia: An Old Problem Revisited 95
6 Subtypes of Developmental Dyslexia: Differences in Phonological and Orthographic Coding 115
III Beginning to Read and Spell 143
7 A Cross-Linguistic Study of Early Literacy Acquisition 145
8 Sight Word Learning in Normal Readers and Dyslexics 163
9 Spelling in Normal Children and Dyslexics 191
10 Children's Understanding of the Connection Between Grammar and Spelling 219
IV Implications for Intervention 241
11 The Case for Early Reading Intervention 243
12 Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know 265
13 Approaches to the Prevention and Remediation of Phonologically Based Reading Disabilities 287
14 The Etiology and Remediation of Phonologically Based Word Recognition and Spelling Disabilities: Are Phonological Deficits the "Hole" Story? 305
15 The Use of Rime-Based Orthographic Analogy Training as an Intervention Strategy for Reading-Disabled Children 327
16 Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: The Importance of Early Intervention in Diagnosing Specific Reading Disability 347
17 Closing the Gap on Reading Failure: Social Background, Phonemic Awareness, and Learning to Read 381
18 Early Intervention and Phonological Awareness: A Cautionary Tale 409
Author Index 431
Subject Index 443
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