Reading Acquisition
Published on 1. March 1992
Book
Hardback
384 pages
978-0-8058-0113-2 (ISBN)
Description
This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read including, how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
More details
Language
English
Place of publication
Mahwah
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
978-0-8058-0113-2 (9780805801132)
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Schweitzer Classification
Content
Contents: B. Byrne, Studies in the Aquisition Procedure for Reading: Rationale, Hypotheses, and Data. P.B. Gough, C. Juel, P.L. Griffith, Reading, Spelling, and the Orthographic Cipher. U. Goswami, P. Bryant, Rhyme, Analogy, and Children's Reading. R. Treiman, The Role of Intrasyllabic Units in Learning to Read and Spell. L.C. Ehri, Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding. C.A. Perfetti, The Representation Problem in Reading Aquisition. W.E. Tunmer, W.A. Hoover, Cognitive and Linguistic Factors in Learning to Read. J.M. Mason, Reading Stories to Preliterate Children: A Proposed Connection to Reading. M. Seidenberg, Dyslexia in a Computational Model of Word Recognition in Reading. D. Shankweiler, S. Crain, S. Brady, P. Macaruso, Identifying the Causes of Reading Disability. K.E. Stanovich, Speculations on the Causes and Consequenses of Individual Differences in Early Reading Acquisition. I.Y. Liberman, A.M. Liberman, Whole Language Versus Code Emphasis: Underlying Assumptions and Their Implications for Reading Instruction.