LEADER 04500nam 2200625Ia 450 001 9910812591003321 005 20240515172124.0 010 $a1-280-53823-6 010 $a9786610538232 010 $a1-84642-249-3 035 $a(CKB)1000000000244027 035 $a(SSID)ssj0000270929 035 $a(PQKBManifestationID)11206371 035 $a(PQKBTitleCode)TC0000270929 035 $a(PQKBWorkID)10280257 035 $a(PQKB)10824072 035 $a(MiAaPQ)EBC290732 035 $a(Au-PeEL)EBL290732 035 $a(CaPaEBR)ebr10130555 035 $a(CaONFJC)MIL53823 035 $a(OCoLC)476047444 035 $a(EXLCZ)991000000000244027 100 $a20050413d2005 ky 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWhen babies read $ea practical guide to help young children with hyperlexia, Asperger Syndrome and high-functioning Autism /$fAudra Jensen ; foreword by Peter S. Jensen 205 $a1st ed. 210 $aLondon $cJessica Kingsley$d2005 215 $a189 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-84310-803-8 320 $aIncludes bibliographical references and index. 327 $aCOVER -- When Babies Read: A Practical Guide to Help Young Children with Hyperlexia, Asperger Syndrome and High-Functioning Autism -- Contents -- Foreword by Peter S. Jesen MD -- Preface -- Acknowledgements -- 1 Something about Him -- 2 The Walking Paradox -- Definitions -- Where does hyperlexia fit? -- Diagram of hyperlexia -- To diagnose or not to diagnose? That is the question -- 3 The Case for Teaching Reading -- Create a hyperlexic? -- Early brain development -- Making the case -- Teaching guidelines -- What method? -- 4 Teaching Babies to Read -- Preparation -- Level One:Match word -- Level Two:Pointing -- Level Three:Match object -- Level Four: Reading -- Level Five: Generalization -- The Genelect Program -- Set One:Familiar names and high-frequency words -- Set Two:Facilitating words -- Set Three: First letters -- Set Four: First phonics words a (CVC) -- Set Five:Common high-frequency words -- Set Six: Individual interest words -- Set Seven: More phonics words e, i,o,u (CVC) -- Set Eight:Phonics vowel change (CVC) -- Set Nine:More high-frequency words -- Set Ten: Phonics long vowel (CVC-e) -- Set Eleven: Phonics blends -- Set Twelve: More long vowels -- Phonemic conventions -- Sight and high-frequency words -- 5 Line of Attack -- Home -- Outside therapies -- School -- Other environments -- Strategies -- 6 Learning Early Social Expectations -- Reminder Book -- Situation Book -- Incentive Chart -- 7 Navigating the School System -- Placement -- When you have to fight -- Process guidelines -- 8 Customizing Behavior Therapy -- Pro-active responses -- Foundation skills -- Social skills -- Academic skills -- 9 Customizing Language Therapy -- Receptive language -- Expressive language -- Wh- questions -- Intraverbals -- Grammar -- Social language -- 10 Theory of Mind -- Picture inferencing -- What comes next? -- "Guess"/"Don't Guess". 327 $aVerbal inferencing -- Thought bubbles -- Role playing with figures -- 11 Ten Commandments -- Appendix A: Special Education Law in the United States -- Special education law terms -- The special education process -- Legal documentation -- Appendix B: Some Useful Organizations in the UK -- Appendix C: Glossary and Diagnostic Criteria -- Glossary -- DMV 91994) Diagnostic criteria -- Other disorders -- References -- Subject Index -- Author Index. 330 $aAudra Jensen' son began reading when he was only two years old. She shares her experiences of raising a child with autism and hyperlexia. She stresses the importance of diagnosis of the condition for successful implementation of effective teaching strategies and encouragement of more typical childhood development. 606 $aAutism in children 606 $aAutistic children$xEducation 606 $aLanguage disorders$xParents$xEducation 606 $aReading (Preschool) 615 0$aAutism in children. 615 0$aAutistic children$xEducation. 615 0$aLanguage disorders$xParents$xEducation. 615 0$aReading (Preschool) 676 $a362.1989285882 700 $aJensen$b Audra$f1972-$01665373 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812591003321 996 $aWhen babies read$94023948 997 $aUNINA