LEADER 05270oam 2200709I 450 001 9910817520003321 005 20240131144949.0 010 $a1-136-60433-2 010 $a0-203-06398-8 010 $a1-283-84667-5 010 $a1-136-60426-X 024 7 $a10.4324/9780203063989 035 $a(CKB)2670000000308310 035 $a(EBL)1074970 035 $a(OCoLC)821173943 035 $a(SSID)ssj0000811716 035 $a(PQKBManifestationID)11447522 035 $a(PQKBTitleCode)TC0000811716 035 $a(PQKBWorkID)10851122 035 $a(PQKB)10285877 035 $a(MiAaPQ)EBC1074970 035 $a(Au-PeEL)EBL1074970 035 $a(CaPaEBR)ebr10631040 035 $a(CaONFJC)MIL415917 035 $a(OCoLC)823737656 035 $a(FINmELB)ELB136132 035 $a(EXLCZ)992670000000308310 100 $a20180331d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReading and learning difficulties $eapproaches to teaching and assessment /$fPeter Westwood 210 1$aAbingdon, Oxon ;$aNew York, N.Y. :$cDavid Fulton Publishers,$d2004. 215 $a1 online resource (145 p.) 300 $aDescription based upon print version of record. 311 $a1-138-15009-6 311 $a1-84312-196-4 320 $aIncludes bibliographical references and index. 327 $aCover; Reading and Learning Difficulties: Approaches to teaching and assessment; Copyright; Contents; Preface; 1 Learning to read; Emergent literacy; Moving beyond the emergent stage; The importance of phonological awareness; Examples of phonemic skill; Learning the alphabetic code; Phonic skills; Sight vocabulary; Comprehension; Comprehension strategies; 2 The reading process; What does skilled reading involve?; Accurate word Identification; Eye movements and reading; How words are recognised; Reading difficulties and vision; In-text supports for word identification; Semantic cues 327 $aSyntactic cuesGrapho-phonic (or alphabetic) cues; Word identification: stages in development; Logographic stage; Alphabetic stage; Orthographic stage; Comprehending text; Levels of comprehension; A strategic approach to comprehension; Factors influencing reading comprehension; 3 Learning difficulties; Children with literacy problems; Possible causes of reading difficulty; Teachers' perceptions; Teaching methods, curricula and learning difficulties; The importance of a successful start; The impact of early failure: affective factors; Specific areas of difficulty 327 $aLanguage and metalinguistic problemsPhonological processing problems; Word recognition problems; Text-processing problems; Dyslexia; Definitions of dyslexia; Possible sub-types of dyslexia; Significant research findings; Is the concept of 'dyslexia' useful?; 4 General teaching approaches; Meaning-emphasis approaches; What are the strengths in whole language?; Does the whole language approach suit all children?; What are the weaknesses in whole language?; Skills-based approaches to reading instruction; Supplementary materials in a skills-based approach 327 $aPotential weaknesses in the skills-based approachSwings of the phonics pendulum; The current position on the teaching of phonics; A balanced approach; 5 Specific teaching methods and strategies; Methods and strategies; Shared book experience; Language-experience approach; Guided reading; Directed reading-thinking activity; K-W-L strategy (Know. Want to know. Learned.); The 3 H strategy (Here. Hidden. In my Head.); PQRS reading strategy; Developing fluency; Repeated reading strategy; Listening to children read: the 'pause, prompt, praise' technique; Silent sustained reading 327 $a6 Teaching the basics: phonemic awareness, phonic skills and sight vocabularyDeveloping phonemic awareness; Teaching phonic knowledge and phonic skills; Teaching phonics: where to begin; Moving beyond the beginning level; Building sight vocabulary; 7 Assessment; Changing emphasis in assessment procedures; The purposes for testing; Basic principles of diagnostic assessment; Assessment procedures; Observation; Dynamic assessment; Diagnostic interviews; Diagnostic testing; Diagnosing prior instruction; Specific examples of reading assessment; Assessing sight vocabulary; Decoding skills 327 $aUse of context 330 $aAll teachers recognize how crucial the acquisition of good reading skills is. This book will help teachers understand how pupils learn and help them to meet those pupils' different needs through appropriate intervention.The book includes: clear explanations of different learning difficulties; guidelines on types of assessment; advice on how to select the best type of intervention and support. 606 $aLearning disabilities 606 $aReading disability 606 $aReading (Primary) 615 0$aLearning disabilities. 615 0$aReading disability. 615 0$aReading (Primary) 676 $a371.9144 700 $aWestwood$b Peter S.$0854050 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817520003321 996 $aReading and learning difficulties$92668217 997 $aUNINA