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Word Recognition in Beginning Literacy [[electronic resource]]
| Word Recognition in Beginning Literacy [[electronic resource]] |
| Autore | Metsala Jamie L |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 1998 |
| Descrizione fisica | 1 online resource (398 p.) |
| Disciplina |
372.4
372.46/2 372.462 |
| Altri autori (Persone) | EhriLinnea C |
| Soggetto topico |
Word recognition
Theory & Practice of Education Education Social Sciences |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-68007-8
1-282-37826-0 9786612378263 1-4106-0271-0 0-585-11870-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book 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
6 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 13 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 |
| Record Nr. | UNINA-9910456076803321 |
Metsala Jamie L
|
||
| Hoboken, : Taylor and Francis, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Word recognition in beginning literacy [[electronic resource]]
| Word recognition in beginning literacy [[electronic resource]] |
| Autore | Metsala Jamie L |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 1998 |
| Descrizione fisica | 1 online resource (398 p.) |
| Disciplina |
372.4
372.46/2 372.462 |
| Altri autori (Persone) | EhriLinnea C |
| Soggetto topico |
Word recognition
Theory & Practice of Education Education Social Sciences |
| ISBN |
1-135-68007-8
1-282-37826-0 9786612378263 1-4106-0271-0 0-585-11870-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book 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
6 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 13 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 |
| Record Nr. | UNINA-9910778734903321 |
|
Metsala Jamie L
|
||
| Hoboken, : Taylor and Francis, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Word recognition in beginning literacy
| Word recognition in beginning literacy |
| Autore | Metsala Jamie L |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 1998 |
| Descrizione fisica | 1 online resource (398 p.) |
| Disciplina |
372.4
372.46/2 372.462 |
| Altri autori (Persone) | EhriLinnea C |
| Soggetto topico |
Word recognition
Theory & Practice of Education Education Social Sciences |
| ISBN |
1-135-68007-8
1-282-37826-0 9786612378263 1-4106-0271-0 0-585-11870-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book 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
6 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 13 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 |
| Record Nr. | UNINA-9910817762303321 |
|
Metsala Jamie L
|
||
| Hoboken, : Taylor and Francis, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||