Reading acquisition
Author(s)
Bibliographic Information
Reading acquisition
L. Erlbaum Associates, 1992
Available at 43 libraries
Note
Essays developed from a conference attended by the authors in 1986 at the Cognitive Science Center, University of Texas at Austin
Includes bibliographical references and indexes
Description and Table of Contents
Description
This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read including, how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Table of Contents
Contents: B. Byrne, Studies in the Aquisition Procedure for Reading: Rationale, Hypotheses, and Data. P.B. Gough, C. Juel, P.L. Griffith, Reading, Spelling, and the Orthographic Cipher. U. Goswami, P. Bryant, Rhyme, Analogy, and Children's Reading. R. Treiman, The Role of Intrasyllabic Units in Learning to Read and Spell. L.C. Ehri, Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding. C.A. Perfetti, The Representation Problem in Reading Aquisition. W.E. Tunmer, W.A. Hoover, Cognitive and Linguistic Factors in Learning to Read. J.M. Mason, Reading Stories to Preliterate Children: A Proposed Connection to Reading. M. Seidenberg, Dyslexia in a Computational Model of Word Recognition in Reading. D. Shankweiler, S. Crain, S. Brady, P. Macaruso, Identifying the Causes of Reading Disability. K.E. Stanovich, Speculations on the Causes and Consequenses of Individual Differences in Early Reading Acquisition. I.Y. Liberman, A.M. Liberman, Whole Language Versus Code Emphasis: Underlying Assumptions and Their Implications for Reading Instruction.
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