LEADER 04078nam 22007333u 450 001 9910456076803321 005 20210114083400.0 010 $a1-135-68007-8 010 $a1-282-37826-0 010 $a9786612378263 010 $a1-4106-0271-0 010 $a0-585-11870-1 035 $a(CKB)111000211290330 035 $a(EBL)474573 035 $a(OCoLC)609851527 035 $a(SSID)ssj0000273777 035 $a(PQKBManifestationID)11244242 035 $a(PQKBTitleCode)TC0000273777 035 $a(PQKBWorkID)10314002 035 $a(PQKB)10322187 035 $a(CaSebORM)9780805828986 035 $a(MiAaPQ)EBC474573 035 $a(EXLCZ)99111000211290330 100 $a20130418d1998|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWord Recognition in Beginning Literacy$b[electronic resource] 205 $a1st edition 210 $aHoboken $cTaylor and Francis$d1998 215 $a1 online resource (398 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-2898-2 327 $aBook 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 Readers 327 $a6 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 Instruction 327 $a13 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 Index 330 $aThis 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 is 606 $aWord recognition 606 $aWord recognition 606 $aWord recognition 606 $aTheory & Practice of Education$2HILCC 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 608 $aElectronic books. 615 4$aWord recognition. 615 4$aWord recognition. 615 0$aWord recognition 615 7$aTheory & Practice of Education 615 7$aEducation 615 7$aSocial Sciences 676 $a372.4 676 $a372.46/2 676 $a372.462 700 $aMetsala$b Jamie L$0983483 701 $aEhri$b Linnea C$0983484 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910456076803321 996 $aWord Recognition in Beginning Literacy$92245085 997 $aUNINA