Reading and Spelling: Development and Disorders

by Charles Hulme (Editor), R. Malatesha Joshi (Editor)

Overview

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.

Product Details

ISBN-13:	9781138984608
Publisher:	Taylor & Francis
Publication date:	02/29/2016
Edition description:	Reprint
Pages:	512
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Charles Hulme, R. Malatesha Joshi

Table of Contents

Contents: Part I:The Development of Decoding Skills. A.M. Liberman, Why Is Speech So Much Easier Than Reading? P.B. Gough, S. Wren, The Decomposition of Decoding. W.E. Tunmer, J.W. Chapman, Language Prediction Skill, Phonological Recoding Ability, and Beginning Reading. U. Goswami, Rime-Based Coding in Early Reading Development in English: Orthographic Analogies and Rime Neighborhoods. L.C. Ehri, Word Reading by Sight and by Analogy in Beginning Readers. V. Muter, Phonological Awareness: Its Nature and Its Influence Over Early Literacy Development. J. Morais, P. Mousty, R. Kolinsky, Why and How Phoneme Awareness Helps Learning to Read. R.W. Barron, Proto-Literate Knowledge: Antecedents and Influences on Phonological Awareness and Literacy. Part II:Developmental Impairments of Decoding Skills. M. Bruck, Outcomes of Adults With Childhood Histories of Dyslexia. M. Snowling, N. Goulandris, N. Defty, Development and Variation in Developmental Dyslexia. R.H. Felton, The Development of Reading Skills in Poor Readers: Educational Implications. J.L. Metsala, G.D.A. Brown, Normal and Dyslexic Reading Development: The Role of Formal Models. J. Alegria, The Origin and Functions of Phonological Representations in Deaf People. R.S. Johnston, The Role of Letter Learning in Developing Phonemic Awareness Skills in Preschool Children: Implications for Explanations of Reading Disorders. N.K. Goulandris, A. McIntyre, M. Snowling, Fixed Reference Eye and Reading Disability: Is There a Connection? Part III:Reading Comprehension. R.M. Joshi, K.A. Williams, J.R. Wood, Predicting Reading Comprehension From Listening Comprehension: Is This the Answer to the IQ Debate? K. Cain, J. Oakhill, Comprehension Skill and Inference-Making Ability: Issues of Causality. J. Oakhill, K. Cain, N. Yuill, Individual Differences in Children's Comprehension Skill: Toward an Integrated Model. Part IV:Spelling. R. Treiman, Beginning to Spell in English. C. Lennox, L.S. Siegel, Phonological and Orthographic Processes in Good and Poor Spellers. P.G. Aaron, S. Wilczynski, V. Keetay, The Anatomy of Word-Specific Memory. C.K. Leong, Strategies Used by 9- to 12-Year-Old Children in Written Spelling. K. Nation, C. Hulme, The Role of Analogy in Early Spelling Development. Part V:The Remediation of Reading Problems. C. Juel, What Kind of One-on-One Tutoring Helps a Poor Reader? B.W. Wise, R.K. Olson, Studies of Computer-Aided Remediation for Reading Disabilities.