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Sinopsis
Preface. Part I: Differential Diagnosis for Reading Disabilities. Editors' Introduction. 1. Problems in the Differential Diagnosis of Reading Disabilities; K.E. Stanovich. 2. From Research to Clinical Assessment of Reading and Writing Disorders: the Unit of Analysis Problem; V.W. Berninger, T.M. Hart. 3. Constructing Meaning from Diagnostic Assessment Texts: Validity as Usefulness; P. Afflerbach. 4. Alice in IQ Land or why IQ is still Irrelevant to Learning Disabilities; L.S. Siegel. 5. Towards Developing a Framework for Diagnosing Reading Disorders; Che Kan Leong. Part II: Access to Language-Related Component Processes. Editors' Introduction. 8. Components of Variance Models of Language-Related Factors in Reading Disability: a Conceptual Overview; W.E. Tunmer, W.A. Hoover. 7. Phonemic Awareness, Language and Literacy; J. Morais. 8. The Relevance of Phonological Awareness in Learning to Read: Scandinavian Longitudinal and Quasi-Experimental Studies; Å. Olofsson. 9. Does a Past History of Speech Disorder Predict Literacy Difficulties? B. Dodd, T. Russell, M. Oerlemans. 10. Phonological Processing in Learning Disabled Adolescents; S. Schwartz. 11. Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia; C. Hulme, M. Snowling. Part III: Reading/Spelling Strategies. Editors' Introduction. 12. Dyslexic Reading Strategies and Lexical Access: a Comparison and Validation of Reading Strategy Distributions in Dyslexic Adolescents and Younger, Normal Readers; C. Elbro. 13. TheSpelling-Reading Connection and Dyslexia: Can Spelling be Used to Teach the Alphabetic Strategy? J.K. Uhry. 14. Impact of Instruction on Word Identification Skills in Children with Phonological Processing Problems; R.H. Felton. 15. Predicting Reading Acquisition in High and Low IQ Groups; J.C. Näslund. 16. Phonetic Short-Term Memory Representation in Children's Reading of Greek; C.D. Porpodas. 17. Developmental Dyslexia as a Cognitive Style; P.G. Aaron, M. Wleklinski, C. Wills. 18. Reading Comprehension and Related Skills in Nine-Year-Old Normal and Poor Readers; K.P. van den Bos, H.C.L. Spelberg. Author Index.
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Reseña del editor
This edited volume on diagnosis and component processes of reading disabilities is based on the NATO Advanced Study Institute held in late 1991. The book, consisting of 18 chapters from cognitive psychologists and neuropsychologists from different countries, is divided into three parts. Part I discusses current issues of differential diagnosis including the role of intelligence test scores and listening comprehension tests, and the use of individual profiles with different criteria across developmental and reading and writing skills. Part II examines language-related component processes in reading disabilities. This explication includes different processing models; phonemic awareness and phonological awareness; and the mapping of phonology and alphabetic orthography. Part III provides some answers to such relevant questions as the way readers/spellers access lexical knowledge and whether poor readers/spellers use different strategies. The data for this part derive from children speaking English, Danish, German, Dutch and Greek and converge on the importance of phonological processing in reading disabilities. These studies and the others attempt to answer the challenge of differential diagnosis. Researchers and senior students will find the volume a vital and stimulating addition to their library. (ABSTRACT) What is the nature of differential diagnosis of reading disabilities? Are intelligence test scores relevant? How important is pseudoword reading? What about listening comprehension? How best can clinicians supplement group results with individual developmental profiles of reading and writing skills? How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities? What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities? What are the differential strategies of poor readers/spellers? These are some of the questions that the international group of contributors attempt to answer from their different research programs.
Reseña del editor
These proceedings of the NATO Advanved Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders aim to answer the following questions, from their different research programs: What is the nature of differential diagnosis of reading disabilities?; Are intelligence test scores relevant?; How important is pseudoword reading?; What about listening comprehension?; How best can clinicians supplement group results with individual developmental profiles of reading and writing skills?; How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities?; What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities?; What are the differential strategies of poor readers/spellers?.
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Reading Disabilities: Diagnosis and Component Processes
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Kluwer Academic Publishers, 1993
ISBN 10: 0792323025
ISBN 13: 9780792323020
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Librería: avelibro OHG, Dinkelscherben, Alemania
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24 x 15,5 cm. Condición: Gut. 1. Auflage. IX, 344 Seiten Innen sauberer, guter Zustand. Hardcover, Pappeinband, mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. Einband leicht gebräunt, leichte Lagerspuren. - NATO ASI Series, Series D: Behavioural and Social Sciences, volume 74. B04-02-03G|A82 Sprache: Englisch Gewicht in Gramm: 765. Nº de ref. del artículo: 72619
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Reading Disabilities: Diagnosis and Component Processes (NATO Science Series D: (closed))
Librería: Ria Christie Collections, Uxbridge, Reino Unido
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Reading Disabilities: Diagnosis and Component Processes - Proceedings of the NATO Advanced Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders, Chateau de Bonas, France, September 30-October 11, 1991
Publicado por
Kluwer Academic Publishers, 1993
ISBN 10: 0792323025
ISBN 13: 9780792323020
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Librería: THE SAINT BOOKSTORE, Southport, Reino Unido
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Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 795. Nº de ref. del artículo: C9780792323020
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Reading Disabilities: Diagnosis and Component Processes
Librería: moluna, Greven, Alemania
Calificación del vendedor: 5 de 5 estrellas
Gebunden. Condición: New. This edited volume on diagnosis and component processes of reading disabilities is based on the NATO Advanced Study Institute held in late 1991. The book, consisting of 18 chapters from cognitive psychologists and neuropsychologists from different countries. Nº de ref. del artículo: 898695790
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Reading Disabilities: Diagnosis and Component Processes
Librería: Revaluation Books, Exeter, Reino Unido
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Hardcover. Condición: Brand New. 360 pages. 10.00x7.00x1.00 inches. In Stock. Nº de ref. del artículo: x-0792323025
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Reading Disabilities : Diagnosis and Component Processes
Librería: AHA-BUCH GmbH, Einbeck, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This edited volume on diagnosis and component processes of reading disabilities is based on the NATO Advanced Study Institute held in late 1991. The book, consisting of 18 chapters from cognitive psychologists and neuropsychologists from different countries, is divided into three parts. Part I discusses current issues of differential diagnosis including the role of intelligence test scores and listening comprehension tests, and the use of individual profiles with different criteria across developmental and reading and writing skills. Part II examines language-related component processes in reading disabilities. This explication includes different processing models; phonemic awareness and phonological awareness; and the mapping of phonology and alphabetic orthography. Part III provides some answers to such relevant questions as the way readers/spellers access lexical knowledge and whether poor readers/spellers use different strategies. The data for this part derive from children speaking English, Danish, German, Dutch and Greek and converge on the importance of phonological processing in reading disabilities. These studies and the others attempt to answer the challenge of differential diagnosis. Researchers and senior students will find the volume a vital and stimulating addition to their library.(ABSTRACT)What is the nature of differential diagnosis of reading disabilities Are intelligence test scores relevant How important is pseudoword reading What about listening comprehension How best can clinicians supplement group results with individual developmental profiles of reading and writing skills How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities What are the differential strategies of poor readers/spellers These are some of the questions that the international group of contributors attempt to answer from their different research programs. Nº de ref. del artículo: 9780792323020
Cantidad disponible: 2 disponibles
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Reading Disabilities: Diagnosis and Component Processes
Publicado por
SPRINGER NATURE Jun 1993, 1993
ISBN 10: 0792323025
ISBN 13: 9780792323020
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This edited volume on diagnosis and component processes of reading disabilities is based on the NATO Advanced Study Institute held in late 1991. The book, consisting of 18 chapters from cognitive psychologists and neuropsychologists from different countries, is divided into three parts. Part I discusses current issues of differential diagnosis including the role of intelligence test scores and listening comprehension tests, and the use of individual profiles with different criteria across developmental and reading and writing skills. Part II examines language-related component processes in reading disabilities. This explication includes different processing models; phonemic awareness and phonological awareness; and the mapping of phonology and alphabetic orthography. Part III provides some answers to such relevant questions as the way readers/spellers access lexical knowledge and whether poor readers/spellers use different strategies. The data for this part derive from children speaking English, Danish, German, Dutch and Greek and converge on the importance of phonological processing in reading disabilities. These studies and the others attempt to answer the challenge of differential diagnosis. Researchers and senior students will find the volume a vital and stimulating addition to their library.(ABSTRACT)What is the nature of differential diagnosis of reading disabilities Are intelligence test scores relevant How important is pseudoword reading What about listening comprehension How best can clinicians supplement group results with individual developmental profiles of reading and writing skills How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities What are the differential strategies of poor readers/spellers These are some of the questions that the international group of contributors attempt to answer from their different research programs. 360 pp. Englisch. Nº de ref. del artículo: 9780792323020
Cantidad disponible: 2 disponibles