This authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview. The second edition continues the theme of linking theory and practice. It is aimed at practitioners in the fields of education, speech and language therapy, and psychology. All original chapters have been updated and new chapters are added to reflect current developments.
Rezensionen / Stimmen
"... the second edition offers sufficient new and updated information to make its purchase worthwhile." (Dyslexia Review, September 2006)
Reihe
Auflage
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Broschur/Paperback
Klebebindung
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 21 mm
Gewicht
ISBN-13
978-1-86156-485-6 (9781861564856)
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
Edited by Margaret Snowling, University of York, UK.
Edited by Joy Stackhouse, University of Sheffield, UK.
Herausgeber*in
University of York, UK
University of Sheffield, UK
Preface to the Second Edition. Preface to the First Edition.
Contributors.
Chapter 1: Language skills and learning to read: the dyslexia spectrum (Margaret J. Snowling).
Chapter 2: Speech and spelling difficulties: what to look for (Joy Stackhouse).
Chapter 3: The dyslexic brain (W.A. Lishman).
Chapter 4: The prediction and screening of children's reading difficulties (Valerie Muter).
Chapter 5: Assessing speech and language skills in the school-age child (Hilary Gardner).
Chapter 6: Assessing reading and spelling skills (Nata K. Goulandris).
Chapter 7: Assessing children's reading comprehension (Kate Nation).
Chapter 8: Short-term memory: assessment and intervention (Maggie Vance and Jane E. Mitchell).
Chapter 9: Phonological awareness and reading intervention (Peter J. Hatcher).
Chapter 10: Spelling: challenges and strategies for the dyslexic learner and the teacher (Claire Jamieson and Sarah Simpson).
Chapter 11: Developing handwriting skills (Jane Taylor).
Chapter 12: Managing the needs of pupils with dyslexia in mainstream classrooms (Janet Hatcher).
Chapter 13: The assessment and management of psychosocial aspects of reading and language impairments (Poppy Nash).
Chapter 14: Supporting language and literacy in the early years: interdisciplinary training (Jannet A. Wright and Janet Wood).
Chapter 15: Current themes and future directions (Maggie Snowling and Joy Stackhouse).
References.
Author index.
Subject index.
