04078nam 22007333u 450 991045607680332120210114083400.01-135-68007-81-282-37826-097866123782631-4106-0271-00-585-11870-1(CKB)111000211290330(EBL)474573(OCoLC)609851527(SSID)ssj0000273777(PQKBManifestationID)11244242(PQKBTitleCode)TC0000273777(PQKBWorkID)10314002(PQKB)10322187(CaSebORM)9780805828986(MiAaPQ)EBC474573(EXLCZ)9911100021129033020130418d1998|||| u|| |engur|n|---|||||txtccrWord Recognition in Beginning Literacy[electronic resource]1st editionHoboken Taylor and Francis19981 online resource (398 p.)Description based upon print version of record.0-8058-2898-2 Book Cover; Title; Copyright; Contents; Preface; I Basic Processes in Beginning Word Recognition; 1 Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English; 2 The Role of Analogies in the Development of Word Recognition; 3 Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading; 4 Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability; 5 The Endpoint of Skilled Word Recognition: The ROAR Model; II Processes and Instruction for Disabled Readers6 Phonological Processing Deficits and Reading Disabilities7 Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies; 8 Interactive Computer Support for Improving Phonological Skills; 9 A Beginning Literacy Program for At-Risk and Delayed Readers; III Word Recognition in Context; 10 The Impact of Print Exposure on Word Recognition; 11 Home Experiences Related to the Development of Word Recognition Linda Baker; 12 Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction13 Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program14 Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition; 15 Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized; Author Index; Subject IndexThis edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It isWord recognitionWord recognitionWord recognitionTheory & Practice of EducationHILCCEducationHILCCSocial SciencesHILCCElectronic books.Word recognition.Word recognition.Word recognitionTheory & Practice of EducationEducationSocial Sciences372.4372.46/2372.462Metsala Jamie L983483Ehri Linnea C983484AU-PeELAU-PeELAU-PeELBOOK9910456076803321Word Recognition in Beginning Literacy2245085UNINA