Children's learning difficulties : a cognitive approach
著者
書誌事項
Children's learning difficulties : a cognitive approach
Blackwell, 1993
- : pbk
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注記
Includes bibliographical references (p.[207]-235) and index
内容説明・目次
- 巻冊次
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ISBN 9780631170167
内容説明
Many children experience learning difficulties which may be specific, such as with language, reading and numbers, or more general, such as "mental handicap". In this book, the authors provide an account of learning difficulties, linking the theoretical with the practical. The central theme of the book is the role that cognitive factors play in these problems: how do children with learning difficulties differ in the way they process information?; and are the differences due to lack of efficiency or a disturbance in the cognitive system? The authors argue that it is only when the child's difficulty is established within a theoretical model of cognitive development that it is possible to develop intervention techniques to help the child in the acquisition of new skills. They go on to describe the skills and strategies children need in order to read, spell, talk and use arithmetic; they show how to assess what missing skills and wrong techniques lie behind learning difficulties, and they discuss the techniques which can be used to correct and compensate for these problems.
目次
- Cognitive theories and their relevance to learning difficulties
- the role of assessment in dealing with learning problems
- language difficulties
- reading difficulties
- number difficulties
- cognitive delay
- designing intervention programmes
- compensatory education.
- 巻冊次
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: pbk ISBN 9780631170174
内容説明
Many children experience difficulties in learning. These difficulties may be specific, as occurs when a child experiences problems with some particular task such as reading, or they can be more general, as occurs when learning is slower than normal across a range of tasks. In this book Julie Dockrell and John McShane aim to give a clear account of learning difficulties, linking the theoretical with the practical in an accessible framework.A central theme of the book is the role that cognitive factors play in learning difficulties. What impedes a child's progress in acquiring new knowledge? Why are children with learning difficulties impoverished in their use of strategies? How do children with learning difficulties differ from children developing without such problems?
The authors argue that in order both to assess a child's problems and to design successful intervention programs it is essential to have an understanding of the demands placed on a child's cognitive system and the abilities of that system to deal with these demands They go on to describe the skills and strategies children need in order to read, spell, talk and use arithmetic: they show how to assess what missing skills and techniques lie behind learning difficulties, and discuss techniques which can be used to correct and compensate for these problems. Throughout the authors aim to give practitioners a way, based in theory, of evaluating and tackling the problems facing any given child.
目次
1. Understanding Learning Difficulties: A Cognitive frame of Reference. 2. Assessing Learning Difficulties. 3. Specific Difficulties with Language. 4. Specific Difficulties with Reading. 5. Specific Difficulties with Number. 6. Mild, Moderate and Severe Learning Difficulties. Principles of Intervention. References. Index of Authors. Index of Subjects.
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