Language and Reading Disabilities

Pearson New International Edition

AvAlan Kamhi,Hugh Catts

Häftad, Engelska, 2013

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Beskrivning

For courses in speech and language intervention, language disorders, reading disorders and special education. Written by leading experts, this third edition maintains a strong clinical focus and thorough coverage of the identification, assessment, and treatment of reading and writing disorders. Fully updated, this edition includes a new chapter on reading comprehension, a new chapter on spelling, and consolidated information on defining and classifying reading disabilities. New sections feature the latest on comprehension development, RTI, auditory processing deficits, literate vocabulary, and cognitive linguistic skills in writing. Offering the varied perspective of well-known contributors, the text successfully keeps pace with the rapid changes in the knowledge of language and reading disabilities and provides readers with the most up-to-date advances in the field.

Produktinformation

Utgivningsdatum:2013-08-09
Mått:216 x 279 x 22 mm
Vikt:920 g
Format:Häftad
Språk:Engelska
Antal sidor:328
Upplaga:3
Förlag:Pearson Education
ISBN:9781292021980

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Innehållsförteckning

Preface Acknowledgments Contributors and Affiliations CHAPTER 1: Language and Reading: Convergences and Divergences Alan G. Kamhi and Hugh W. Catts Defining Language Phonology Semantics Morphology Syntax Pragmatics Defining Reading Models of Spoken and Written Language Comprehension Comprehending Spoken and Written Language Perceptual Analyses Word Recognition Discourse-Level Processes Differences between Spoken and Written Language Physical Differences Situational Differences Functional Differences Form Differences Vocabulary Differences Grammatical Differences Processing Differences Basic Factors in Reading and Language Development Summary References CHAPTER 2: Reading Development Alan G. Kamhi and Hugh W. Catts Emergent Literacy Period (Birth—Kindergarten) Joint Book Reading Learning about Print Summary The Development of Word Recognition Skills Logographic Stage Alphabetic Stage Orthographic Stage and Automatic Word Recognition Problems with Stage Theories of Word Recognition The Self-Teaching Hypothesis Evaluating the Self-Teaching HypothesisThe Development of Reading Comprehension Misconceptions about Comprehension DevelopmentSummary References CHAPTER 3: Defining and Classifying Reading Disabilities Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof Historical Basis of Reading Disabilities Early Reports Orton Johnson and Myklebust The Modern Era Terminology Prevalence Gender Differences Defining Reading Disability Exclusionary Factors IDA Definition Dyslexia as a Specific Learning Disability Problems in Word Recognition and Spelling Deficits in Phonological Processing Unexpected Underachievement Secondary Consequences Classifying Dyslexia and Other Language-Based Reading Difficulties Subtypes Based on the Simple View of Reading Classification Studies Other Subtyping Methods Based on Word Recognition Skills Combining Subtypes in Research and Practice Clinical Implications References CHAPTER 4: Causes of Reading Disabilities Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof Extrinsic Causes of Reading Disabilities Early Literacy Experience Reading Instruction Matthew Effects Intrinsic Causes of Reading Disabilities Genetic Basis Neurological Basis Visually-Based Deficits Auditory Processing Deficits Attention-Based Deficits Language-Based Deficits References