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Explaining individual differences in...

Brady, Susan A.

Explaining individual differences in readingtheory and evidence /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Explaining individual differences in readingedited by Susan A. Brady, David Braze, Carol A. Fowler.
Reminder of title:	theory and evidence /
other author:	Brady, Susan A.
Published:	New York :Psychology Press,2011.
Description:	xxxiii, 257 p. :ill.
Subject:	Reading disability.
Online resource:	Click here to view
ISBN:	9780203817964 (e-book : PDF)

Explaining individual differences in readingtheory and evidence /
Explaining individual differences in readingtheory and evidence /[electronic resource] :edited by Susan A. Brady, David Braze, Carol A. Fowler. - New York :Psychology Press,2011. - xxxiii, 257 p. :ill. - New directions in communication disorders research : integrative approaches. - New directions in communication disorders research..

Includes bibliographical references and indexes.

pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences.

"Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher.

Mode of access: World Wide Web.

ISBN: 9780203817964 (e-book : PDF)Subjects--Topical Terms:

366193
Reading disability.
Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB1050.5 / .E97 2011

Dewey Class. No.: 418.4019 / E966

Explaining individual differences in readingtheory and evidence /
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490 1 $a New directions in communication disorders research : integrative approaches
504 $a Includes bibliographical references and indexes.
505 0 $a pt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences.
520 $a "Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher.
530 $a Also available in print edition.
538 $a Mode of access: World Wide Web.
650 0 $a Reading disability. $3 366193
650 0 $a Reading $x Physiological aspects. $3 275599
650 0 $a Phonology. $3 273767
655 7 $a Electronic books. $2 local. $3 214472
700 1 $a Brady, Susan A. $3 723609
700 1 $a Braze, David. $3 723610
700 1 $a Fowler, Carol A. $3 723611
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