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Foundations of Reading Acquisition and Dyslexia

, by Benita A. Blachman

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ISBN: 9781410601230 | 1410601234
Cover: Nonspecific Binding
Copyright: 3/7/2013

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Preface
Acknowledgments
List of Contributors
Theoretical Foundations
How Theories of Speech Affect Research in Reading and Writing
Ability to Encode Phonological Representations: An Underlying Difficulty of Poor Readers
The Role of Temporal Processing in Developmental Language-Based Learning Disorders: Research and Clinical Implications
A Provisional, Integrative Account of Phonological and Naming-Speed Deficits in Dyslexia: Implications for Diagnosis and Intervention
Subtypes of Dyslexia
Subtypes of Dyslexia: An Old Problem Revisited
Subtypes of Developmental Dyslexia: Differences in Phonological and Orthographic Coding
Beginning to Read and Spell
A Cross-Linguistic Study of Early Literacy Acquisition
Sight Word Learning in Normal Readers and Dyslexics
Spelling in Normal Children and Dyslexics
Children's Understanding of the Connection Between Grammar and Spelling
Implications for Intervention
The Case for Early Reading Intervention
Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know
Approaches to the Prevention and Remediation of Phonologically-Based Reading Disabilities
The Etiology and Remediation of Phonologically Based Word Recognition and Spelling Disabilities: Are Phonological Deficits the "Hole" Story?
The Use of Rime-Based Orthographic Analogy Training as an Intervention Strategy for Reading-Disabled Children
Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: The Importance of Early Intervention in Diagnosing a Specific Reading Disability
Closing the Gap on Reading Failure: Social Background, Phonemic Awareness, and Learning to Read
Early Intervention and Phonological Awareness: A Cautionary Tale
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Foundations of Reading Acquisition and Dyslexia

Table of Contents

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