For courses in speech and language intervention, language disorders, reading disorders and special education. Written by leading experts, this third edition maintains a strong clinical focus and thorough coverage of the identification, assessment, and treatment of reading and writing disorders. Fully updated, this edition includes a new chapter on reading comprehension, a new chapter on spelling, and consolidated information on defining and classifying reading disabilities. New sections feature the latest on comprehension development, RTI, auditory processing deficits, literate vocabulary, and cognitive linguistic skills in writing. Offering the varied perspective of well-known contributors, the text successfully keeps pace with the rapid changes in the knowledge of language and reading disabilities and provides readers with the most up-to-date advances in the field.
Auflage
Sprache
Verlagsort
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Maße
Höhe: 279 mm
Breite: 216 mm
Dicke: 22 mm
Gewicht
ISBN-13
978-1-292-02198-0 (9781292021980)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Preface
Acknowledgments
Contributors and Affiliations
CHAPTER 1: Language and Reading: Convergences and Divergences
Alan G. Kamhi and Hugh W. Catts
Defining Language
Phonology
Semantics
Morphology
Syntax
Pragmatics
Defining Reading
Models of Spoken and Written Language Comprehension
Comprehending Spoken and Written Language
Perceptual Analyses
Word Recognition
Discourse-Level Processes
Differences between Spoken and Written Language
Physical Differences
Situational Differences
Functional Differences
Form Differences
Vocabulary Differences
Grammatical Differences
Processing Differences
Basic Factors in Reading and Language Development
Summary
References
CHAPTER 2: Reading Development
Alan G. Kamhi and Hugh W. Catts
Emergent Literacy Period (Birth-Kindergarten)
Joint Book Reading
Learning about Print
Summary
The Development of Word Recognition Skills
Logographic Stage
Alphabetic Stage
Orthographic Stage and Automatic Word Recognition
Problems with Stage Theories of Word Recognition
The Self-Teaching Hypothesis
Evaluating the Self-Teaching Hypothesis
The Development of Reading Comprehension
Misconceptions about Comprehension Development
Summary
References
CHAPTER 3: Defining and Classifying Reading Disabilities
Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof
Historical Basis of Reading Disabilities
Early Reports
Orton
Johnson and Myklebust
The Modern Era
Terminology
Prevalence
Gender Differences
Defining Reading Disability
Exclusionary Factors
IDA Definition
Dyslexia as a Specific Learning Disability
Problems in Word Recognition and Spelling
Deficits in Phonological Processing
Unexpected Underachievement
Secondary Consequences
Classifying Dyslexia and Other Language-Based Reading Difficulties
Subtypes Based on the Simple View of Reading
Classification Studies
Other Subtyping Methods Based on Word Recognition Skills
Combining Subtypes in Research and Practice
Clinical Implications
References
CHAPTER 4: Causes of Reading Disabilities
Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof
Extrinsic Causes of Reading Disabilities
Early Literacy Experience
Reading Instruction
Matthew Effects
Intrinsic Causes of Reading Disabilities
Genetic Basis
Neurological Basis
Visually-Based Deficits
Auditory Processing Deficits
Attention-Based Deficits
Language-Based Deficits
References
