Word Recognition in Beginning Literacy
Jamie L. Metsala, Linnea C. Ehri
Routledge, Jun 17, 2013 - Education - 416 pages
This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
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adults alphabetic analogies analysis classrooms cognitive connectionist consonant context correlations decoding deﬁcits developmental Developmental Psychology difﬁculty disabled readers dyslexia dyslexic early reading Educational Psychology Ehri English example ﬁnal ﬁndings ﬁrst ﬁrst-grade Goswami grade graphemes Hillsdale identiﬁcation inﬂuence instruction invented spelling Journal of Educational Journal of Experimental kindergarten knowledge Lawrence Erlbaum Associates learning to read letters lexical Liberman literacy Matthew effect measures memory nonword normal readers orthographic processing phonemic awareness phonics phonological awareness phonological processing phonological skills predict print exposure pronunciation pseudowords read words reading ability reading acquisition reading and spelling reading and writing reading comprehension reading disabilities Reading Research Quarterly reading skills reﬂect rhyme rime scores segmentation Shankweiler Siegel signiﬁcant signiﬁcantly sounds speciﬁc speech perception spelling patterns spoken word Stanovich story storybook reading strategy tasks teachers teaching Torgesen Treiman variables variance vocabulary vowel whole language Wilce word recognition