Author : Nancy L. Murray
Publisher :
Page : 356 pages
File Size : 18,19 MB
Release : 2008
Category : Autism in children
ISBN :
Author : International Reading Association
Publisher :
Page : 0 pages
File Size : 46,25 MB
Release : 2002
Category : Education, Primary
ISBN : 9780872074606
The Reading First legislation, part of the No Child Left Behind Act of 2001, labels these topics the "five essential components" of reading instruction, and programs funded by Reading First must include these elements. Each state will receive funds that are proportional to the number and percentage of children living in poverty and then host competitions to determine how the funds will be distributed among the districts and schools. In order to aid educators in implementing these components in the early grades, the International Reading Association has assembled Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, a timely and helpful compilation of articles from its journal The Reading Teacher. The first five sections are grouped according to the five essential components. Each section offers a summary and discussion of the NRP findings, and presents several articles from The Reading Teacher that provide concrete descriptions of the recommended practices. The final section includes articles that employ practices from two or more of the essential components, and the appendixes contain the Association's position statement What Is Evidence-Based Reading Instruction? and a useful list of Association resources cited in the NRP Report. This compilation will help educators implement practices consistent with scientifically based reading research, but more important, it will help teachers make every child a reader.
Author :
Publisher : Guilford Publications
Page : 457 pages
File Size : 32,80 MB
Release :
Category : Education
ISBN : 1462555020
Author :
Publisher :
Page : 582 pages
File Size : 45,65 MB
Release : 2009-05
Category : Dissertations, Academic
ISBN :
Author : Manuel Soriano-Ferrer
Publisher : Frontiers Media SA
Page : 236 pages
File Size : 24,14 MB
Release : 2024-03-06
Category : Medical
ISBN : 2832545807
This Research Topic is the second edition of Fluency and reading comprehension in typical readers and dyslexics readers: Volume I This Second Edition Research Topic is focused on the characterization of the reading-writing difficulties and their comorbidities and in the analysis of evidence-based recommendations for early interventions and treatment of these difficulties within the fields of neuropsychology, speech-language pathology, and educational psychology. Reading involves decoding and comprehension components, and to become efficient it requires a large number of cognitive and linguistic processes. Among those, decoding failures can have different origins, such as deficits in phonological and/or visual processing. In addition, a child with reading difficulties might also have problems in the acquisition of writing and handwriting performance. This is an important point to be discussed, as reading and writing both suffer interference from vocabulary acquisition, linguistic skills, memory skills, reading and writing practices, and literacy methods. These processes become important only when the professional needs to deal with students presenting learning difficulties. Difficulty in using the knowledge of conversion rules between grapheme-phoneme to word reading construction or phoneme-grapheme for writing can be identified in schoolchildren with dyslexia, dysgraphia, and dysortography, being a specific learning disorder with a neurological etiology. In addition, there is established evidence of a speech-language processing basis, students with specific learning disabilities can show a range of cognitive difficulties (e.g., rapid naming, executive functioning, working memory). These presented difficulties interfere in their learning process, impairing their learning development.
Author : Louise Spear-Swerling
Publisher : Guilford Publications
Page : 274 pages
File Size : 20,80 MB
Release : 2024-04-23
Category : Education
ISBN : 1462554342
Structured Literacy (SL) approaches are increasingly recognized as the gold standard for teaching struggling readers. This highly practical book walks educators through designing SL interventions for students with common types of reading difficulties--word reading, comprehension, or a combination of both. Louise Spear-Swerling offers tools for assessing students' reading profiles and tailoring SL to their needs. In a convenient large-size format, the volume is packed with case studies, sample lesson plans addressing both early and advanced stages of reading, instructional activities, and application exercises for teachers. A chapter on English language structure presents essential foundations for implementing SL effectively. The companion website features a knowledge survey about language structure (with answer key), as well as downloadable copies of the book's 14 reproducible forms. See also Louise Spear-Swerling's edited volume, Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K–6, which surveys SL interventions across all components of literacy.
Author : Yann Coello
Publisher : Psychology Press
Page : 378 pages
File Size : 45,15 MB
Release : 2013
Category : Language Arts & Disciplines
ISBN : 1848720823
This book collates evidence from behavioural, brain imagery and stroke-patient studies, to discuss how cognitive and neural processes are responsible for language.
Author : María Isabel de Vicente-Yagüe Jara
Publisher : Frontiers Media SA
Page : 487 pages
File Size : 28,61 MB
Release : 2023-12-14
Category : Science
ISBN : 2832540953
Author :
Publisher : Academic Press
Page : 287 pages
File Size : 32,80 MB
Release : 2010-11-26
Category : Medical
ISBN : 0080885446
Volume 39 of the Advances in Child Development and Behavior series is concerned with Developmental Disorders and Interventions. This volume provides an overview of contemporary research into cognitive, neurodevelopmental and genetic disorders of learning. The social, emotional and cognitive functioning of children with William's syndrome, Down syndrome, Fragile X and autism, reading difficulties, mathematical difficulties and working memory problems are discussed by some of the leading researchers in the field. Within each chapter, the authors consider current interventions and methods for remediating difficulties associated with each disorder, which will be of particular interest to clinical and educational practitioners. - Goes in depth to address contemporary research into neurodevelopmental and genetic disorders of learning - A necessary resource for both psychology researchers and students - The authors are either leaders in their chosen fields or have worked in some of the leading research teams in the world - This volume covers a broad range of developmental disorders of learning, from genetic disorders such as Down syndrome to cognitive problems such as poor working memory function. The focus on interventions within each chapter will be of particular interest both to academics and clinical and educational practitioners
Author : Dianne Macdonald
Publisher :
Page : pages
File Size : 28,12 MB
Release : 2021
Category :
ISBN :
"People with autism spectrum disorder (ASD), a neurodevelopmental disorder characterized by social communication challenges and repetitive patterns of behaviour, are known to have a number of strengths and special interests. Hyperlexia, a term coined by Silberberg and Silberberg (1967) represents both a strength and a special interest for people with ASD. Those with hyperlexia demonstrate a strength in early word reading, alongside an intense special interest in letters and words, from a very early age. However, this strength in early word reading is accompanied by challenges in reading comprehension. The current dissertation had several goals. First, to review the literature on young children with hyperlexia to gain a better understanding of the mechanisms specific to emergent literacy skills that underlie early word reading. A second goal, addressed in the first manuscript (Article 1), was to compare emergent literacy skills of preschool children with ASD and hyperlexia, and ASD without hyperlexia, to their typically developing (TD) peers. Findings from Article 1 indicated that preschoolers with ASD and hyperlexia demonstrate an alternate, non-phonological route to word reading that is unlike their TD peers. This study discusses the implications on teaching practices for teachers, clinicians and parents of young children with ASD and hyperlexia. Subsequently, the main goal addressed in the second manuscript (Article 2) was to evaluate a novel tablet-based, parent-supported, reading comprehension intervention aimed at improving the challenges in reading for meaning associated with hyperlexia from a very early age. The results of this 6-week intervention demonstrated gains in reading comprehension for the group with ASD and hyperlexia as compared to a TD group, and a group with ASD without hyperlexia. In addition, gains in receptive language skills were observed for all groups. Findings from Article 2 suggest a shift from teaching reading comprehension in the later grades to addressing these challenges at the preschool level at the first signs of hyperlexia. This dissertation also adds to a growing body of research that emphasizes a strength-based approach to intervention for those with ASD"--
