Foundations of Reading Acquisition and Dyslexia

, by Blachman, Benita A.; National Dyslexia Research Foundation

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ISBN: 9780805823639 | 0805823638
Cover: Paperback
Copyright: 7/1/1997

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The aim of the book is to demonstrate what the research shows of how children learn to read, especially of the role of phonology awareness in learning to read & how interventions may best work with those who have incomplete phonological awareness.

Preface	p. xi
Acknowledgments	p. xvii
Contributors	p. xix
Theoretical Foundations	p. 1
How Theories of Speech Affect Research in Reading and Writing	p. 3
References	p. 17
Ability to Encode Phonological Representations: An Underlying Difficulty of Poor Readers	p. 21
References	p. 42
Acknowledgment	p. 42
The Role of Temporal Processing in Developmental Language-Based Learning Disorders: Research and Clinical Implications	p. 49
Acknowledgment	p. 64
References	p. 65
A Provisional Integrative Account of Phonological and Naming-Speed Deficits in Dyslexia: Implications for Diagnosis and Intervention	p. 67
Subtypes of Dyslexia	p. 93
Subtypes of Dyslexia: An Old Problem Revisited	p. 95
References	p. 112
Acknowledgments	p. 112
Subtypes of Developmental Dyslexia: Differences in Phonological and Orthographic Coding	p. 115
Acknowledgments	p. 135
References	p. 136
Beginning to Read and Spell	p. 143
A Cross-Linguistic Study of Early Literacy Acquisition	p. 145
Acknowledgments	p. 161
References	p. 162
Sight Word Learning in Normal Readers and Dyslexics	p. 163
References	p. 185
Spelling in Normal Children and Dyslexics	p. 191
Acknowledgments	p. 214
References	p. 215
Children's Understanding of the Connection Between Grammar and Spelling	p. 219
References	p. 239
Implications for Intervention	p. 241
The Case for Early Reading Intervention	p. 243
Acknowledgments	p. 261
Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know	p. 265
Acknowledgments	p. 283
References	p. 283
Approaches to the Prevention and Remediation of Phonologically Based Reading Disabilities	p. 287
Acknowledgments	p. 302
References	p. 302
The Etiology and Remediation of Phonologically Based Word Recognition and Spelling Disabilities: Are Phonological Deficits the ""Hole"" Story?	p. 305
Acknowledgments	p. 324
References	p. 324
The Use of Rime-Based Orthographic Analogy Training as an Intervention Strategy for Reading-Disabled Children	p. 327
References	p. 343
Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: The Importance of Early Intervention in Diagnosing Specific Reading Disability	p. 347
References	p. 375
Acknowledgments	p. 375
Closing the Gap on Reading Failure: Social Background, Phonemic Awareness, and Learning to Read	p. 381
References	p. 403
Early Intervention and Phonological Awareness: A Cautionary Tale	p. 409
References	p. 425
Author Index	p. 431
Subject Index	p. 443
Table of Contents provided by Publisher. All Rights Reserved.

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Foundations of Reading Acquisition and Dyslexia

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