01081nam0-2200349 --450 991050971040332120211207144607.0IT76128920211207d1975----kmuy0itay5050 baitalatIT 001yy<<La >>TrinitàNovazianointroduzione, testo critico, traduzione, commento, glossario e indici a cura di Vincenzo LoiTorinoSocietà editrice internazionale1975338 p.23 cmCorona Patrum2Testo originale a fronte.Tit. parallelo su altro front.IT\ICCU\UBO\3780071De Trinitate liber.IT\ICCU\UBO\37800712311723118231.04421Novatianus295666Loi,VincenzoITUNINAREICATUNIMARCBK9910509710403321880.08 CH C.P. (2)58452FLFBC880.08 CH C.P. 2 BIS6692FLFBCFLFBCTrinità817987UNINA04103nam 22007335 450 991040407090332120250717140251.09789462099562946209956110.1007/978-94-6209-956-2(CKB)3710000000380466(EBL)1998561(OCoLC)904283366(SSID)ssj0001452148(PQKBManifestationID)11952148(PQKBTitleCode)TC0001452148(PQKBWorkID)11479587(PQKB)10441837(DE-He213)978-94-6209-956-2(nllekb)BRILL9789462099562(Au-PeEL)EBL3035046(CaPaEBR)ebr11029144(CaONFJC)MIL764135(Au-PeEL)EBL1998561(CaPaEBR)ebr11286915(MiAaPQ)EBC3035046(MiAaPQ)EBC1998561(oapen)https://directory.doabooks.org/handle/20.500.12854/36043(PPN)184494990(oapen)doab36043(EXLCZ)99371000000038046620150227d2015 u| 0engurnn#008mamaatxtccrCan We Read Letters? Reflections on Fundamental Issues in Reading and Dyslexia Research /by Finn Egil Tønnessen, Per Henning Uppstad1st ed. 2015.Brill2015Rotterdam :SensePublishers :Imprint: SensePublishers,2015.1 online resource (140 p.)Description based upon print version of record.9789462099555 9462099553 9789462099548 9462099545 Includes bibliographical references and indexes.Preliminary Material -- Historical Introduction – Beginning and Continuation of Dyslexia Research -- Challenges in Cognitive Psychology -- Defining ‘Dyslexia’ -- Defining ‘Skill’ -- Reading Skill -- Reading Fluency -- Reading Instruction -- Concluding Reflections -- References -- Subject Index -- Name Index.“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.” – Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism – in part by focusing on the concept of ‘skill’. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the ‘balanced approach to reading instruction’, ‘reading fluency’ and other key concepts. The book also deals with problems in the definition of ‘dyslexia’ and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway.EducationEducationEducation.Education.616.8553Tønnessen Finn Egil911802Uppstad Per HenningMiAaPQMiAaPQMiAaPQBOOK9910404070903321Can we read letters2041896UNINA