Burke and Elizabeth High Baker Professor of Child Developmental Psychology Rebecca Treiman, Philip B. Gough, Linnea C. Ehri, Rebecca Treiman
L. Erlbaum Associates, 1992 - Education - 384 pages
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
The Role of Intrasyllabic Units in Learning to Read and Spell
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ability achievement acquired acquisition activation alliteration alphabetic analogies Associates beginning Bryant child cipher cognitive component comprehension connections consistent consonant context correct correlations correspondences cues decoding deficits differences difficulty disability early effects Ehri errors evidence example experience Experimental findings Gough hypothesis important individual initial instruction Journal knowledge language learning to read less letters lexical Liberman linguistic match meaning measures memory naming onset orthographic patterns performance phonemes phonological awareness phonological recoding poor readers possible prediction presented Press problems processing pronunciations Psychology question representations represented rhyme rime route rules segmentation sight word skill sounds specific speech spelling spoken stage Stanovich story strategies structure studies subjects suggest syllables syntactic task theory tion Tunmer types units visual word reading word recognition writing written