Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Developing word recognition / / Latisha Hayes, Kevin Flanigan
| Developing word recognition / / Latisha Hayes, Kevin Flanigan |
| Autore | Hayes Latisha |
| Pubbl/distr/stampa | New York, New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (250 p.) |
| Disciplina | 372.46/2 |
| Collana | The Essential Library of PreK-2 Literacy |
| Soggetto topico | Word recognition |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4625-1578-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Series Page; Title Page; Copyright Page; Dedication; About the Authors; Series Editors' Note; Preface; Acknowledgments; Contents; 1. An Introduction to Word Recognition: What You Need to Know about How Words Work; Guiding Questions; Why Focus on Word Recognition?; The Language of Language: Defining Our Terms; What Does It Mean to "Know" a Word?; The Reading Mind as a Pattern Detector; Word Knowledge Development and Instruction: One Size Doesn't Fit All; The Word Knowledge Instructional Zone: Negotiating the Spelling-Reading Slant
The Balanced Literacy "Diet": A Comprehensive Approach to Literacy InstructionThe Word Knowledge Instructional Toolkit; Transferring Word Knowledge to Context: The Missing Link in Word Study Instruction; Literacy Standards in the Common Core; Conclusion; 2. Assessing Word Knowledge: A Comprehensive Look at the Word Knowledge Zone; Guiding Questions; A Look at Word Knowledge through Spelling; The Emergent Tier; The Beginner Tier; The Transitional Tier; Interpreting the TSI: Three Ways; Ways to Monitor Your Students' Progress; Conclusion 3. The Emergent Reader and Writer: Building Foundational Skills That Facilitate Word LearningGuiding Questions; Characteristics of Emergent Readers and Writers; Common Core Alignment; Emergent Readers and Writers: A Balanced Literacy Diet; Emergent Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 4. The Emergent Reader's Toolkit: Activities and Student Strategies; Guiding Questions; Word Knowledge Toolkit Part I: Reading Words; Word Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words Word Knowledge Toolkit Part IV: Transferring Word Knowledge to ContextConclusion; 5. The Beginning Reader and Writer: Building a Bank of Known Words; Guiding Questions; Characteristics of Beginning Readers and Writers; Beginning Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Beginning Readers and Writers: A Balanced Literacy Diet; Beginner Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 6. The Beginning Reader's Toolkit: Activities and Student Strategies; Guiding Questions Word Knowledge Toolkit Part I: Reading WordsWord Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words; Word Knowledge Toolkit Part IV: Transferring Word Knowledge to Context; Conclusion; 7. The Transitional Reader and Writer: Building Automatic Word Knowledge for Fluency; Guiding Questions; Characteristics of Transitional Readers and Writers; Transitional Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Transitional Readers and Writers: A Balanced Literacy Diet; Transitional Milestones; Daily and Weekly Schedules When Will Your Students Be Ready to Move to the Next Stage? |
| Record Nr. | UNINA-9910458589803321 |
Hayes Latisha
|
||
| New York, New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing word recognition / / Latisha Hayes, Kevin Flanigan
| Developing word recognition / / Latisha Hayes, Kevin Flanigan |
| Autore | Hayes Latisha |
| Pubbl/distr/stampa | New York, New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (250 p.) |
| Disciplina | 372.46/2 |
| Collana | The Essential Library of PreK-2 Literacy |
| Soggetto topico | Word recognition |
| ISBN | 1-4625-1578-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Series Page; Title Page; Copyright Page; Dedication; About the Authors; Series Editors' Note; Preface; Acknowledgments; Contents; 1. An Introduction to Word Recognition: What You Need to Know about How Words Work; Guiding Questions; Why Focus on Word Recognition?; The Language of Language: Defining Our Terms; What Does It Mean to "Know" a Word?; The Reading Mind as a Pattern Detector; Word Knowledge Development and Instruction: One Size Doesn't Fit All; The Word Knowledge Instructional Zone: Negotiating the Spelling-Reading Slant
The Balanced Literacy "Diet": A Comprehensive Approach to Literacy InstructionThe Word Knowledge Instructional Toolkit; Transferring Word Knowledge to Context: The Missing Link in Word Study Instruction; Literacy Standards in the Common Core; Conclusion; 2. Assessing Word Knowledge: A Comprehensive Look at the Word Knowledge Zone; Guiding Questions; A Look at Word Knowledge through Spelling; The Emergent Tier; The Beginner Tier; The Transitional Tier; Interpreting the TSI: Three Ways; Ways to Monitor Your Students' Progress; Conclusion 3. The Emergent Reader and Writer: Building Foundational Skills That Facilitate Word LearningGuiding Questions; Characteristics of Emergent Readers and Writers; Common Core Alignment; Emergent Readers and Writers: A Balanced Literacy Diet; Emergent Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 4. The Emergent Reader's Toolkit: Activities and Student Strategies; Guiding Questions; Word Knowledge Toolkit Part I: Reading Words; Word Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words Word Knowledge Toolkit Part IV: Transferring Word Knowledge to ContextConclusion; 5. The Beginning Reader and Writer: Building a Bank of Known Words; Guiding Questions; Characteristics of Beginning Readers and Writers; Beginning Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Beginning Readers and Writers: A Balanced Literacy Diet; Beginner Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 6. The Beginning Reader's Toolkit: Activities and Student Strategies; Guiding Questions Word Knowledge Toolkit Part I: Reading WordsWord Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words; Word Knowledge Toolkit Part IV: Transferring Word Knowledge to Context; Conclusion; 7. The Transitional Reader and Writer: Building Automatic Word Knowledge for Fluency; Guiding Questions; Characteristics of Transitional Readers and Writers; Transitional Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Transitional Readers and Writers: A Balanced Literacy Diet; Transitional Milestones; Daily and Weekly Schedules When Will Your Students Be Ready to Move to the Next Stage? |
| Record Nr. | UNINA-9910791178303321 |
|
Hayes Latisha
|
||
| New York, New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing word recognition / / Latisha Hayes, Kevin Flanigan
| Developing word recognition / / Latisha Hayes, Kevin Flanigan |
| Autore | Hayes Latisha |
| Pubbl/distr/stampa | New York, New York : , : The Guilford Press, , 2014 |
| Descrizione fisica | 1 online resource (250 p.) |
| Disciplina | 372.46/2 |
| Collana | The Essential Library of PreK-2 Literacy |
| Soggetto topico | Word recognition |
| ISBN | 1-4625-1578-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Series Page; Title Page; Copyright Page; Dedication; About the Authors; Series Editors' Note; Preface; Acknowledgments; Contents; 1. An Introduction to Word Recognition: What You Need to Know about How Words Work; Guiding Questions; Why Focus on Word Recognition?; The Language of Language: Defining Our Terms; What Does It Mean to "Know" a Word?; The Reading Mind as a Pattern Detector; Word Knowledge Development and Instruction: One Size Doesn't Fit All; The Word Knowledge Instructional Zone: Negotiating the Spelling-Reading Slant
The Balanced Literacy "Diet": A Comprehensive Approach to Literacy InstructionThe Word Knowledge Instructional Toolkit; Transferring Word Knowledge to Context: The Missing Link in Word Study Instruction; Literacy Standards in the Common Core; Conclusion; 2. Assessing Word Knowledge: A Comprehensive Look at the Word Knowledge Zone; Guiding Questions; A Look at Word Knowledge through Spelling; The Emergent Tier; The Beginner Tier; The Transitional Tier; Interpreting the TSI: Three Ways; Ways to Monitor Your Students' Progress; Conclusion 3. The Emergent Reader and Writer: Building Foundational Skills That Facilitate Word LearningGuiding Questions; Characteristics of Emergent Readers and Writers; Common Core Alignment; Emergent Readers and Writers: A Balanced Literacy Diet; Emergent Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 4. The Emergent Reader's Toolkit: Activities and Student Strategies; Guiding Questions; Word Knowledge Toolkit Part I: Reading Words; Word Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words Word Knowledge Toolkit Part IV: Transferring Word Knowledge to ContextConclusion; 5. The Beginning Reader and Writer: Building a Bank of Known Words; Guiding Questions; Characteristics of Beginning Readers and Writers; Beginning Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Beginning Readers and Writers: A Balanced Literacy Diet; Beginner Milestones; Daily and Weekly Schedules; When Will Your Students Be Ready to Move to the Next Stage?; Conclusion; 6. The Beginning Reader's Toolkit: Activities and Student Strategies; Guiding Questions Word Knowledge Toolkit Part I: Reading WordsWord Knowledge Toolkit Part II: Writing Words; Word Knowledge Toolkit Part III: Manipulating Words; Word Knowledge Toolkit Part IV: Transferring Word Knowledge to Context; Conclusion; 7. The Transitional Reader and Writer: Building Automatic Word Knowledge for Fluency; Guiding Questions; Characteristics of Transitional Readers and Writers; Transitional Readers' Word Knowledge Development: Common Features of Study; Common Core Alignment; Transitional Readers and Writers: A Balanced Literacy Diet; Transitional Milestones; Daily and Weekly Schedules When Will Your Students Be Ready to Move to the Next Stage? |
| Record Nr. | UNINA-9910825774703321 |
|
Hayes Latisha
|
||
| New York, New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman
| Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman |
| Pubbl/distr/stampa | Hove, East Sussex : , : Psychology Press, , 2012 |
| Descrizione fisica | 1 online resource (249 p.) |
| Disciplina | 372.46/2 |
| Altri autori (Persone) | AdelmanJames S |
| Collana | Current issues in the psychology of language |
| Soggetto topico |
Word recognition
Vocabulary |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-87446-5
9786613715777 1-136-26050-1 1-136-26049-8 0-203-10701-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Visual Word Recognition; Copyright Page; Contents; List of Figures; List of Tables; List of Contributors; Acknowledgments; Introduction: James S. Adelman; 1. Dual-route theories of reading aloud: Max Coltheart; 2. Learned orthographic representations facilitates large-scale modeling of word recognition: Daragh E. Sibley and Christopher T. Kello; 3. A parallel activation model with a sequential twist: Kenneth I. Forster; 4. Mathematical models of the lexical decision task: Pablo Gomez
5. Megastudies: What do millions (or so) of trials tell us about lexical processing?: David A. Balota, Melvin J. Yap, Keith A. Hutchison, and Michael J. Cortese6. Methodological issues with words: James S. Adelman; 7. Brain asymmetry and visual word recognition: Do we have a split fovea?: Marc Brysbaert, Qing Cai, and Lise Van der Haegen; 8. The front end of visual word recognition: Jonathan Grainger and Stéphane Dufau; 9. The orthographic similarity of printed words: Colin J. Davis 10. Phonology: An early and integral role in identifying words: Laura K. Halderman, Jane Ashby, and Charles A. PerfettiAuthor Index; Subject Index |
| Record Nr. | UNINA-9910453015603321 |
| Hove, East Sussex : , : Psychology Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman
| Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman |
| Pubbl/distr/stampa | Hove, East Sussex : , : Psychology Press, , 2012 |
| Descrizione fisica | 1 online resource (249 p.) |
| Disciplina | 372.46/2 |
| Altri autori (Persone) | AdelmanJames S |
| Collana | Current issues in the psychology of language |
| Soggetto topico |
Word recognition
Vocabulary |
| ISBN |
1-280-87446-5
9786613715777 1-136-26050-1 1-136-26049-8 0-203-10701-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Visual Word Recognition; Copyright Page; Contents; List of Figures; List of Tables; List of Contributors; Acknowledgments; Introduction: James S. Adelman; 1. Dual-route theories of reading aloud: Max Coltheart; 2. Learned orthographic representations facilitates large-scale modeling of word recognition: Daragh E. Sibley and Christopher T. Kello; 3. A parallel activation model with a sequential twist: Kenneth I. Forster; 4. Mathematical models of the lexical decision task: Pablo Gomez
5. Megastudies: What do millions (or so) of trials tell us about lexical processing?: David A. Balota, Melvin J. Yap, Keith A. Hutchison, and Michael J. Cortese6. Methodological issues with words: James S. Adelman; 7. Brain asymmetry and visual word recognition: Do we have a split fovea?: Marc Brysbaert, Qing Cai, and Lise Van der Haegen; 8. The front end of visual word recognition: Jonathan Grainger and Stéphane Dufau; 9. The orthographic similarity of printed words: Colin J. Davis 10. Phonology: An early and integral role in identifying words: Laura K. Halderman, Jane Ashby, and Charles A. PerfettiAuthor Index; Subject Index |
| Record Nr. | UNINA-9910779108103321 |
| Hove, East Sussex : , : Psychology Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman
| Visual word recognition . Volume 1 Models and methods, orthography and phonology / / edited by James S. Adelman |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Hove, East Sussex : , : Psychology Press, , 2012 |
| Descrizione fisica | 1 online resource (249 p.) |
| Disciplina | 372.46/2 |
| Altri autori (Persone) | AdelmanJames S |
| Collana | Current issues in the psychology of language |
| Soggetto topico |
Word recognition
Vocabulary |
| ISBN |
1-280-87446-5
9786613715777 1-136-26050-1 1-136-26049-8 0-203-10701-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Visual Word Recognition; Copyright Page; Contents; List of Figures; List of Tables; List of Contributors; Acknowledgments; Introduction: James S. Adelman; 1. Dual-route theories of reading aloud: Max Coltheart; 2. Learned orthographic representations facilitates large-scale modeling of word recognition: Daragh E. Sibley and Christopher T. Kello; 3. A parallel activation model with a sequential twist: Kenneth I. Forster; 4. Mathematical models of the lexical decision task: Pablo Gomez
5. Megastudies: What do millions (or so) of trials tell us about lexical processing?: David A. Balota, Melvin J. Yap, Keith A. Hutchison, and Michael J. Cortese6. Methodological issues with words: James S. Adelman; 7. Brain asymmetry and visual word recognition: Do we have a split fovea?: Marc Brysbaert, Qing Cai, and Lise Van der Haegen; 8. The front end of visual word recognition: Jonathan Grainger and Stéphane Dufau; 9. The orthographic similarity of printed words: Colin J. Davis 10. Phonology: An early and integral role in identifying words: Laura K. Halderman, Jane Ashby, and Charles A. PerfettiAuthor Index; Subject Index |
| Record Nr. | UNINA-9910823226603321 |
| Hove, East Sussex : , : Psychology Press, , 2012 | ||
| 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 |
| 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 / / edited by Jamie L. Metsala and Linnea C. Ehri
| Word recognition in beginning literacy / / edited by Jamie L. Metsala and Linnea C. Ehri |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Mahwah, N.J., : L. Erlbaum Associates, 1998 |
| Descrizione fisica | 1 online resource (398 p.) |
| Disciplina |
372.4
372.46/2 372.462 |
| Altri autori (Persone) |
MetsalaJamie L
EhriLinnea C |
| Soggetto topico |
Word recognition
Reading |
| 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 |
| Mahwah, N.J., : L. Erlbaum Associates, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||