Philip B. Gough, Linnea C. Ehri, Rebecca Treiman, University of Texas at Austin. Center for Cognitive Science
L. Erlbaum Associates, 1992 - 384 pàgines
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.
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Reading Spelling and the Orthographic Cipher
Rhyme Analogy and Childrens Reading
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alliteration alphabetic principle analogies beginning readers Bradley Bryant cloze cognitive comprehension connections consonant context correlations correspondences decoding deficits developmental dyslexia dyslexic early reading Educational Psychology Ehri errors example Gough grade grapheme-phoneme graphemes Hillsdale hypothesis initial Journal of Experimental kindergarten Lawrence Erlbaum Associates learning to read letter-name letter-sound letters lexicon Liberman linguistic literacy logographic memory metalinguistic nonwords obstruents onsets and rimes orthographic Perfetti performance phase phonemic awareness phonological awareness phonological recoding poor readers prediction printed words problems processing pronunciations pseudowords Psycholinguistic Psychology read words reading ability reading achievement reading acquisition reading and spelling reading disability reading experience Reading Research Quarterly reading skill rhyme Seidenberg Shankweiler sight word reading skilled readers sounds specific speech spelled words spelling patterns Stanovich stimuli strategies structure studies syllable onset syllables syntactic awareness task tion Treiman Tunmer units visual visual-phonological Voltron vowel Whole Language Wilce word recognition
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Issues in Computer-Adaptive Testing of Reading Proficiency
Previsualització limitada - 1999