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Word Recognition in Beginning Literacy - Jamie L. Metsala

Word Recognition in Beginning Literacy

By: Jamie L. Metsala (Editor), Linnea C. Ehri (Editor)

Paperback Published: 13th May 1998
ISBN: 9780805828993
Number Of Pages: 416

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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.

Preface
Basic Processes in Beginning Word Recognition
Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English
The Role of Analogies in the Development of Word Recognition
Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading
Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability
The Endpoint of Skilled Word Recognition: The ROAR Model
Processes and Instruction for Disabled Readers
Phonological Processing Deficits and Reading Disabilities
Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies
Interactive Computer Support for Improving Phonological Skills
A Beginning Literacy Program for At-Risk and Delayed Readers
Word Recognition in Context
The Impact of Print Exposure on Word Recognition
Home Experiences Related to the Development of Word Recognition
Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction
Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program
Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition
Effective Beginning Literacy Instruction: Dialectial, Scaffolded, and Contextualized
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780805828993
ISBN-10: 0805828990
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 416
Published: 13th May 1998
Country of Publication: US
Dimensions (cm): 22.86 x 15.24  x 2.16
Weight (kg): 0.55
Edition Number: 1