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Explaining individual differences in reading : theory and evidence

[NT 42944] Record Type:	[NT 8598] Electronic resources : [NT 40817] monographic
[NT 47348] Title Information:	theory and evidence
[NT 47354] Secondary Intellectual Responsibility:	BradySusan A.,
[NT 47354] Secondary Intellectual Responsibility:	BrazeDavid.,
[NT 47354] Secondary Intellectual Responsibility:	FowlerCarol A.,
[NT 47351] Place of Publication:	New York
[NT 47263] Published:	Psychology Press;
[NT 47352] Year of Publication:	2011.
[NT 47264] Description:	xxxiii, 257 p.ill. :
[NT 47298] Series:	New directions in communication disorders research
[NT 47266] Subject:	Reading disability. -
[NT 47266] Subject:	Reading - Physiological aspects. -
[NT 47266] Subject:	Phonology. -
[NT 47266] Subject:	Electronic books. -
[NT 51458] Online resource:	http://www.tandfebooks.com/isbn/9780203817964Click here to view
[NT 51398] Summary:	"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"-- Provided by publisher.
[NT 50961] ISBN:	9780203817964e-book : PDF
[NT 60779] Content Note:	pt. 1. Theoretical foundations : phonology and reading pt. 2. Phonological factors in learning to read pt. 3. Sources of individual differences beyond phonological deficits pt. 4. Unraveling the biology of reading and reading differences.

Explaining individual differences in reading : theory and evidence
Explaining individual differences in reading : theory and evidence / edited by Susan A. Brady, David Braze, Carol A. Fowler. - New York : Psychology Press, 2011.. - xxxiii, 257 p. ; ill.. - (New directions in communication disorders research).
pt. 1. Theoretical foundations : phonology and reading.
Includes bibliographical references and indexes..
ISBN 9780203817964
Reading disability.ReadingPhonology.Electronic books. -- Physiological aspects.

Brady, Susan A.

Explaining individual differences in reading : theory and evidence
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