LEADER 05575oam 2200769I 450 001 9910810968903321 005 20200520144314.0 010 $a1-136-98066-0 010 $a1-136-98067-9 010 $a1-282-78204-5 010 $a1-78034-697-2 010 $a9786612782046 010 $a0-203-85301-6 024 7 $a10.4324/9780203853016 035 $a(CKB)2670000000045891 035 $a(EBL)565423 035 $a(OCoLC)664551656 035 $a(SSID)ssj0000419261 035 $a(PQKBManifestationID)11298045 035 $a(PQKBTitleCode)TC0000419261 035 $a(PQKBWorkID)10382842 035 $a(PQKB)10761713 035 $a(SSID)ssj0000437475 035 $a(PQKBManifestationID)12210404 035 $a(PQKBTitleCode)TC0000437475 035 $a(PQKBWorkID)10447812 035 $a(PQKB)11162504 035 $a(Au-PeEL)EBL565423 035 $a(CaPaEBR)ebr10416549 035 $a(CaONFJC)MIL278204 035 $a(OCoLC)671668568 035 $a(MiAaPQ)EBC565423 035 $a(EXLCZ)992670000000045891 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of reading disability research /$fedited by Anne McGill-Franzen, Richard L. Allington ; part editors, George Hruby. [et al.] 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (535 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-5334-0 311 $a0-8058-5333-2 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Acknowledgments; Preface; Part I: Perspectives on Reading Disability; 1 The Political Contexts of Reading Disabilities; 2 Second Language Reading Disability: International Themes; 3 Reader Profiles and Reading Disabilities; 4 Language Development and Reading Disabilities; 5 Sociocultural Perspectives on Children with Reading Difficulties; 6 Instructional Texts and the Fluency of Learning Disabled Readers; 7 Teacher Education and Reading Disabilities; 8 Neuroscience and Dyslexia; Part II: Causes and Consequences of Reading Disability 327 $a9 Home Differences and Reading Difficulty10 Persistent Reading Disabilities: Challenging Six Erroneous Beliefs; 11 Prenatal Drug and Alcohol Exposure and Reading Disabilities; 12 Aliteracy, Agency, and Identity; Part III: Assessing Reading Proficiency; 13 Response to Intervention as an Assessment Approach; 14 Patterns of Reading Disabilities across Development; 15 Traditions of Diagnosis: Learning from the Past, Moving Past Traditions; 16 Reading Fluency: What Is It and How Should It Be Measured?; Part IV: Developmental Patterns of Reading Proficiency and Reading Difficulties 327 $a17 Shifting Perspectives in Emergent Literacy Research18 Developmental Patterns of Reading Proficiency and Reading Difficulties; 19 Vocabulary Development and Implications for Reading Problems; 20 Reading Comprehension and Reading Disability; 21 Writing Difficulties; 22 Motivation and Reading Disabilities; 23 The Contribution of Discussion to Reading Comprehension and Critical Thinking; Part V: Developmental Interventions; 24 Expert Classroom Instruction for Students with Reading Disabilities: Explicit, Intense, Targeted ... and Flexible 327 $a25 Cultural Modeling: Building on Cultural Strengths as an Alternative to Remedial Reading Approaches26 Interventions to Develop Phonological and Orthographic Systems; 27 Interventions to Develop Decoding Proficiencies; 28 Interventions to Enhance Fluency and Rate of Reading; 29 Interventions to Enhance Vocabulary Development; 30 Interventions to Enhance Narrative Comprehension; 31 Interventions to Enhance Informational Text Comprehension; 32 Peer Mediation: A Means of Differentiating Classroom Instruction 327 $a33 Reading Instruction Research for English-Language Learners in Kindergarten through Sixth Grade: The Last Twenty Years34 Interventions for the Deaf and Language Delayed; Part VI: Studying Reading Disabilities; 35 Teacher Research on Reading Difficulties; 36 Single-Subject and Case-Study Designs; 37 Experimental and Quasi-Experimental Designs for Interventions; 38 Observational Research; 39 Large Database Analyses; 40 Policy, Research, and Reading First; 41 Meta-Analysis of Research on Children with Reading Disabilities; 42 Interpretive Research; Epilogue; About the Authors; Index 330 $aBringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but fro 606 $aReading disability 606 $aDyslexia 615 0$aReading disability. 615 0$aDyslexia. 676 $a371.914 701 $aAllington$b Richard L$01693119 701 $aHruby$b George$01693120 701 $aMcGill-Franzen$b Anne$01693121 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810968903321 996 $aHandbook of reading disability research$94070702 997 $aUNINA