LEADER 04018oam 2200697I 450 001 9910460964303321 005 20200520144314.0 010 $a1-283-15118-9 010 $a9786613151186 010 $a1-136-73284-5 010 $a0-203-81796-6 024 7 $a10.4324/9780203817964 035 $a(CKB)2670000000093847 035 $a(EBL)692341 035 $a(OCoLC)730151681 035 $a(SSID)ssj0000522479 035 $a(PQKBManifestationID)11309548 035 $a(PQKBTitleCode)TC0000522479 035 $a(PQKBWorkID)10527853 035 $a(PQKB)10570977 035 $a(MiAaPQ)EBC692341 035 $a(Au-PeEL)EBL692341 035 $a(CaPaEBR)ebr10477573 035 $a(CaONFJC)MIL315118 035 $a(OCoLC)732320794 035 $a(EXLCZ)992670000000093847 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aExplaining individual differences in reading $etheory and evidence /$fedited by Susan A. Brady, David Braze, Carol A. Fowler 210 1$aNew York :$cPsychology Press,$d2011. 215 $a1 online resource (277 p.) 225 1 $aNew directions in communication disorders research : integrative approaches 300 $aDescription based upon print version of record. 311 $a1-138-38120-9 311 $a1-84872-936-7 320 $aIncludes bibliographical references and indexes. 327 $apt. 1. Theoretical foundations : phonology and reading -- pt. 2. Phonological factors in learning to read -- pt. 3. Sources of individual differences beyond phonological deficits -- pt. 4. Unraveling the biology of reading and reading differences. 330 $a"Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading"-- Provided by publisher. 410 0$aNew directions in communication disorders research. 606 $aReading disability 606 $aReading$xPhysiological aspects 606 $aPhonetics 608 $aElectronic books. 615 0$aReading disability. 615 0$aReading$xPhysiological aspects. 615 0$aPhonetics. 676 $a418/.4019 701 $aBrady$b Susan A$0902553 701 $aBraze$b David$0902554 701 $aFowler$b Carol A$0902555 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460964303321 996 $aExplaining individual differences in reading$92017535 997 $aUNINA