Dyslexia : a cognitive developmental perspective
著者
書誌事項
Dyslexia : a cognitive developmental perspective
Basil Blackwell, 1987
- :: pbk
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注記
Bibliography: p. [149]-159
Includes index
内容説明・目次
- 巻冊次
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ISBN 9780631144328
内容説明
This book sets out a new framework for understanding both the development of reading and spelling skills and the problems many children have in acquiring them. Developmental dyslexia is best understood, Margaret Snowling argues, in terms of the interaction between a child's cognitive make up and the demands of learning to read. At critical times in their development, dyslexic children do not possess the specific cognitive skills which are conducive to reading and spelling. Making clear the limitations of traditional "medical" and "educational" theories of dyslexia, Margaret Snowling writes from the standpoint of cognitive and developmental psychology. She considers not only the causes of spelling and reading problems, but also how in-spite of their difficulties dyslexic children can and do learn to read - how they accomplish a level of literacy which initially seems beyond them. She concludes by asking what psychological research can tell us about the best means of helping dyslexic children.
- 巻冊次
-
:: pbk ISBN 9780631144335
内容説明
This book sets out a new framework for understanding both the development of reading and spelling skills and the problems many children have in acquiring them. Developmental Dyslexia is best understood, Margaret Snowling argues, in terms of the interaction between a child's cognitive make up and the demands of learning to read. At critical times in their development, dyslexic children do not possess the specific cognitive skills which are conducive to reading and spelling. Making clear the limitations of traditional "medical" and "educational" theories of dyslexia, Margaret Snowling writes from the standpoint of cognitive and developmental psychology. She considers not only the causes of spelling and reading problems, but also how inspite of their difficulties dyslexic children can and do learn to read - how they accomplish a level of literacy which initially seems beyond them. She concludes by asking what psychological research can tell us about the best means of helping dyslexic children.
目次
Preface to the Second Edition Acknowledgements Contributors Introduction Part I 1. Physical Development from Three to Seven: J.Tanner (University of London) 2. The Development of Thinking and Reasoning: C.Modgil (Brighton Polytechnic), S.Modgil (Brighton Polytechnic) 3. The Growth of Intelligence and Creativity in Young Children: D.Child (University of Leeds) 4. How Young Children Develop and Use Language: J.Tough (University of Leeds) 5. How Children Learn: R.W.McIntire (University of Maryland) 6. Personality and Personal Development:D.Fontana (University College, Cardiff) 7. Social Development and Social Behaviour: R.Davie (National Children's Bureau) 8. Young Children with Special Eductional Needs: A.F.Laing (University College, Swansea), M.Chazan (University College, Swansea) 9. Carrying out Assessment with Young Children: S.Tyler (University of Keele) Part II 10. Learning and Teaching Mathematical Skills: G.Matthews (University of London) 11. Learning and Teaching Reading Skills: P.Horner (Rolle College, Exmouth) 12. Learning and Teaching Writing Skills: S.Lane (Tidemill Primary School) 13. Movement Education with Young Children: B.J.Lewis, D.Cherrington (City of Birmingham Polytechnic) 14. Making Music: A.Dankworth 15. Learning and Teaching Art and Craft Skills: H.Pluckrose (Prior Weston Primary School) 16. Understanding and Encouraging Children's Play: A.Yardley (Trent Polytechnic) 17. Teachers and Parents Working Together: T.Smith (University of Oxford).
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