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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
|
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| 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 |
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Hayes Latisha
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| New York, New York : , : The Guilford Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Hierarchical neural network structures for phoneme recognition / / Daniel Vasquez, Rainer Gruhn, and Wolfgang Minker
| Hierarchical neural network structures for phoneme recognition / / Daniel Vasquez, Rainer Gruhn, and Wolfgang Minker |
| Autore | Vasquez C Daniel |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | Heidelberg, : Springer, 2013 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 414 |
| Altri autori (Persone) |
GruhnRainer
MinkerWolfgang |
| Collana | Signals and communication technology |
| Soggetto topico |
Phonemics
Word recognition |
| ISBN | 3-642-34425-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Background in Speech Recognition -- Phoneme Recognition Task -- Hierarchical Approach and Downsampling Schemes -- Extending the Hierarchical Scheme: Inter and Intra Phonetic Information -- Theoretical framework for phoneme recognition analysis. |
| Record Nr. | UNINA-9910437904803321 |
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Vasquez C Daniel
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| Heidelberg, : Springer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker
| Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker |
| Pubbl/distr/stampa | New York : , : Psychology Press, , 2003 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.9 |
| Altri autori (Persone) |
KinoshitaSachiko
LupkerStephen Jeffrey <1950-> |
| Collana | Macquarie monographs in cognitive science |
| Soggetto topico |
Masked priming
Psycholinguistics Word recognition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-62188-3
1-135-43220-1 1-280-04797-6 0-203-50284-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; About the Editors; Contributors; Preface; The Mechanics of Masked Priming; An Abstractionist Account of Masked and Long-Term Priming; A Retrospective View of Masked Priming: Toward a Unified Account of Masked and Long-Term Repetition Priming; Transposed-Letter Confusability Effects in Masked Form Priming; Factors Underlying Masked Priming Effects in Competitive Network Models of Visual Word Recogntion; The Robustness of Phonological Effects in Fast Priming; Dissociating Automatic Orthographic and Phonological Codes in Lexical Access and Lexical Acquistion
The Nature of Masked Onset Priming Effects in Naming: A ReviewRacehorses, Reindeer, and Sparrows: Using Masked Priming to Investigate Morphological Influences on Compound Word Identification; Reading Morphologically Complex Words: Some Thoughts from Masked Priming; Masked Priming Across Languages: An Insight into Bilingual Lexical Processing; Bilingual Visual Word Recognition: Evidence from Masked Phonological Priming; Word Recognition Development in Children: Insights from Masked Priming; Author Index; Subject Index |
| Record Nr. | UNINA-9910450916003321 |
| New York : , : Psychology Press, , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker
| Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker |
| Pubbl/distr/stampa | New York : , : Psychology Press, , 2003 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.9 |
| Altri autori (Persone) |
KinoshitaSachiko
LupkerStephen Jeffrey <1950-> |
| Collana | Macquarie monographs in cognitive science |
| Soggetto topico |
Masked priming
Psycholinguistics Word recognition |
| ISBN |
1-135-43219-8
0-203-62188-3 1-135-43220-1 1-280-04797-6 0-203-50284-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; About the Editors; Contributors; Preface; The Mechanics of Masked Priming; An Abstractionist Account of Masked and Long-Term Priming; A Retrospective View of Masked Priming: Toward a Unified Account of Masked and Long-Term Repetition Priming; Transposed-Letter Confusability Effects in Masked Form Priming; Factors Underlying Masked Priming Effects in Competitive Network Models of Visual Word Recognition; The Robustness of Phonological Effects in Fast Priming; Dissociating Automatic Orthographic and Phonological Codes in Lexical Access and Lexical Acquisition
The Nature of Masked Onset Priming Effects in Naming: A Review Racehorses, Reindeer, and Sparrows: Using Masked Priming to Investigate Morphological Influences on Compound Word Identification; Reading Morphologically Complex Words: Some Thoughts from Masked Priming; Masked Priming Across Languages: An Insight into Bilingual Lexical Processing; Bilingual Visual Word Recognition: Evidence from Masked Phonological Priming; Word Recognition Development in Children: Insights from Masked Priming; Author Index; Subject Index |
| Record Nr. | UNINA-9910783997803321 |
| New York : , : Psychology Press, , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker
| Masked priming : the state of the art / / edited by Sachiko Kinoshita and Stephen J. Lupker |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : Psychology Press, 2003 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.9 |
| Altri autori (Persone) |
KinoshitaSachiko
LupkerStephen Jeffrey <1950-> |
| Collana | Macquarie monographs in cognitive science |
| Soggetto topico |
Masked priming
Psycholinguistics Word recognition |
| ISBN |
1-135-43219-8
0-203-62188-3 1-135-43220-1 1-280-04797-6 0-203-50284-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Contents; About the Editors; Contributors; Preface; The Mechanics of Masked Priming; An Abstractionist Account of Masked and Long-Term Priming; A Retrospective View of Masked Priming: Toward a Unified Account of Masked and Long-Term Repetition Priming; Transposed-Letter Confusability Effects in Masked Form Priming; Factors Underlying Masked Priming Effects in Competitive Network Models of Visual Word Recognition; The Robustness of Phonological Effects in Fast Priming; Dissociating Automatic Orthographic and Phonological Codes in Lexical Access and Lexical Acquisition
The Nature of Masked Onset Priming Effects in Naming: A Review Racehorses, Reindeer, and Sparrows: Using Masked Priming to Investigate Morphological Influences on Compound Word Identification; Reading Morphologically Complex Words: Some Thoughts from Masked Priming; Masked Priming Across Languages: An Insight into Bilingual Lexical Processing; Bilingual Visual Word Recognition: Evidence from Masked Phonological Priming; Word Recognition Development in Children: Insights from Masked Priming; Author Index; Subject Index |
| Record Nr. | UNINA-9910827756103321 |
| New York, : Psychology Press, 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preventing reading difficulties in young children [[electronic resource] /] / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors
| Preventing reading difficulties in young children [[electronic resource] /] / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors |
| Pubbl/distr/stampa | Washington, DC, : National Academy Press, 1998 |
| Descrizione fisica | xiv, 432 p |
| Disciplina | 372.4 |
| Altri autori (Persone) |
SnowCatherine E
BurnsM. Susan (Marie Susan) GriffinPeg |
| Soggetto topico |
Reading (Primary) - United States
Reading disability - United States Reading - Remedial teaching - United States Reading comprehension - United States Word recognition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-309-51774-5
0-585-03247-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- The process of learning to read -- Who has reading difficulties? -- Predictors of success and failure in reading -- Preventing reading difficulties before kindergarten -- Instructional strategies for kindergarten and the primary grades -- Organizational strategies for kindergarten and the primary grades -- Helping children with reading difficulties in grades 1 to 3 -- The agents of change -- Recommendations for practice and research. |
| Record Nr. | UNINA-9910455376303321 |
| Washington, DC, : National Academy Press, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preventing reading difficulties in young children [[electronic resource] /] / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors
| Preventing reading difficulties in young children [[electronic resource] /] / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors |
| Pubbl/distr/stampa | Washington, DC, : National Academy Press, 1998 |
| Descrizione fisica | xiv, 432 p |
| Disciplina | 372.4 |
| Altri autori (Persone) |
SnowCatherine E
BurnsM. Susan (Marie Susan) GriffinPeg |
| Soggetto topico |
Reading (Primary) - United States
Reading disability - United States Reading - Remedial teaching - United States Reading comprehension - United States Word recognition |
| ISBN |
0-309-51774-5
0-585-03247-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- The process of learning to read -- Who has reading difficulties? -- Predictors of success and failure in reading -- Preventing reading difficulties before kindergarten -- Instructional strategies for kindergarten and the primary grades -- Organizational strategies for kindergarten and the primary grades -- Helping children with reading difficulties in grades 1 to 3 -- The agents of change -- Recommendations for practice and research. |
| Record Nr. | UNINA-9910778621403321 |
| Washington, DC, : National Academy Press, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preventing reading difficulties in young children / / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors
| Preventing reading difficulties in young children / / Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, DC, : National Academy Press, 1998 |
| Descrizione fisica | xiv, 432 p |
| Disciplina | 372.4 |
| Altri autori (Persone) |
SnowCatherine E
BurnsM. Susan (Marie Susan) GriffinPeg |
| Soggetto topico |
Reading (Primary) - United States
Reading disability - United States Reading - Remedial teaching - United States Reading comprehension - United States Word recognition |
| ISBN |
0-309-51774-5
0-585-03247-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- The process of learning to read -- Who has reading difficulties? -- Predictors of success and failure in reading -- Preventing reading difficulties before kindergarten -- Instructional strategies for kindergarten and the primary grades -- Organizational strategies for kindergarten and the primary grades -- Helping children with reading difficulties in grades 1 to 3 -- The agents of change -- Recommendations for practice and research. |
| Record Nr. | UNINA-9910817766403321 |
| Washington, DC, : National Academy Press, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
