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Title Explaining individual differences in reading : theory and evidence / edited by Susan A. Brady, David Braze, Carol A. Fowler
Published New York : Psychology Press, 2011


Description 1 online resource (xxxiii, 257 pages) : illustrations
Series New directions in communication disorders research : integrative approaches
New directions in communication disorders research.
Contents How theories of phonology may enhance understanding of the role of phonology in reading development and reading disability / Carol A. Fowler -- Early precursors of reading-relevant phonological skills / David Braze, Gerald W. McRoberts, and Colleen McDonough -- On the role of phonology in reading acquisition : the self-teaching hypothesis / David L. Share -- Efficacy of phonics teaching for reading outcomes : indications from post-NRP research / Susan A. Brady -- The phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills / Nicole Patton Terry and Hollis S. Scarborough -- Beyond phonological deficits : sources of individual differences in reading disability / Margaret J. Snowling -- Phonological and other language deficits associated with dyslexia / Hugh W. Catts and Suzanne Adlof -- Phonology is critical in reading : but a phonological deficit is not the only source of low reading skill / Charles Perfetti -- Evaluating the role of phonological factors in early literacy development : insights from experimental and behavior-genetic studies / Brian Byrne -- Genetic and environmental influences on phonological abilities and reading achievement / Richard Olson -- Neuroimaging and the phonological deficit hypothesis / Joshua John Diehl, Stephen J. Frost, W. Einar Mencl, and Kenneth R. Pugh
Summary This volume focuses on a wide array of current research topics, examining the scope, limits and implications of phonological theory in research into reading development and reading disabilities. It provides€an essential resource for researchers interested in the cognitive foundations of reading and literacy and those working in reading and learning disabilities
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading
Bibliography Includes bibliographical references and indexes
Notes Description based on print version record
Subject Phonetics.
Reading -- Physiological aspects.
Reading disability.
PSYCHOLOGY -- General.
PSYCHOLOGY -- Neuropsychology.
Reading disability.
Reading -- Physiological aspects.
Läsning -- psykologiska aspekter.
Form Electronic book
Author Brady, Susan A., editor.
Braze, David, editor.
Fowler, Carol A., editor.
LC no. 2010048562
ISBN 9780203817964