Language and reading disabilities / Alan G. Kamhi, Hugh W. Catts.

By:

Kamhi, Alan G, 1950-

Contributor(s):

Material type:

TextPublication details: Boston : Pearson, c2012.Edition: 3rd edDescription: xvi, 303 p. : ill. ; 24 cmISBN:

9780137072774
0137072775

Subject(s):

DDC classification:

371.914 4 KAM C; 1 22

LOC classification:

LB1050.5 .L25 2012

Contents:

Preface Acknowledgments Contributors and Affiliations CHAPTER 1: Language and Reading: Convergences and Divergences == Alan G. Kamhi and Hugh W. Catts Defining Language Phonology Semantics Morphology Syntax Pragmatics Defining Reading Models of Spoken and Written Language Comprehension Comprehending Spoken and Written Language Perceptual Analyses Word Recognition Discourse-Level Processes Differences between Spoken and Written Language Physical Differences Situational Differences Functional Differences Form Differences Vocabulary Differences Grammatical Differences Processing Differences Basic Factors in Reading and Language Development Summary References CHAPTER 2: Reading Development== Alan G. Kamhi and Hugh W. Catts Emergent Literacy Period (Birth-Kindergarten) Joint Book Reading Learning about Print Summary The Development of Word Recognition Skills Logographic Stage Alphabetic Stage Orthographic Stage and Automatic Word Recognition Problems with Stage Theories of Word Recognition The Self-Teaching Hypothesis Evaluating the Self-Teaching Hypothesis The Development of Reading Comprehension Misconceptions about Comprehension Development Summary References CHAPTER 3: Defining and Classifying Reading Disabilities==Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof Historical Basis of Reading Disabilities Early Reports Orton Johnson and Myklebust The Modern Era Terminology Prevalence Gender Differences Defining Reading Disability Exclusionary Factors IDA Definition Dyslexia as a Specific Learning Disability Problems in Word Recognition and Spelling Deficits in Phonological Processing Unexpected Underachievement Secondary Consequences Classifying Dyslexia and Other Language-Based Reading Difficulties Subtypes Based on the Simple View of Reading Classification Studies Other Subtyping Methods Based on Word Recognition Skills Combining Subtypes in Research and Practice Clinical Implications References CHAPTER 4: Causes of Reading Disabilities==Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof Extrinsic Causes of Reading Disabilities Early Literacy Experience Reading Instruction Matthew Effects Intrinsic Causes of Reading Disabilities Genetic Basis Neurological Basis Visually-Based Deficits Auditory Processing Deficits Attention-Based Deficits Language-Based Deficits References CHAPTER 5: Assessment and Instruction for Phonemic Awareness and Word Recognition Skills==Stephanie Al Otaiba, Marcia L.Kosanovich, and Joseph K. Torgeson Development and Assessment of Phonemic Awareness The Importance of Phonemic Awareness in Learning to Read Purposes for Assessment of Phonemic Awareness Procedures and Measures Used to Assess Phonemic Awareness Development and Assessment of Word Recognition Issues in the Assessment of Word Recognition Commonly Used Measures of Word Recognition Ability Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention What Do We Know about Effective Code-focused Classroom Instruction? What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes? What Do We Know about Training Code-focused Skills through Supplemental Interventions? What Do We Know about Poor Responders? Issues for Future Research and Development References CHAPTER 6: Perspectives on Assessing and Improving Reading Comprehension==Alan G. Kamhi Defining comprehension Reader Abilities Text Factors Task Factors A Model of Comprehension Assessing Reading Comprehension Comprehension Instruction Strategy Instruction Content Goals and Disciplinary Literacy Summary and Conclusions CHAPTER 7: Assessing and Remediating Text Comprehension Problems ==Carol E. Westby Cognitive and Linguistic Underpinnings for Literacy Linguistic Skills for Literacy Cognitive Understanding for Text Comprehension Assessing Language and Cognitive Skills for Text Comprehension Assessing Literate Language Style (Text Microstructures) Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures) Assessing Recognition/Comprehension of Content Schemata Assessing ability to organize schema content and text grammars Facilitating Text Comprehension Developing Linguistic Microstructures Developing Macrostructure Schemas Summary References Children's Materials Appendix A: Books to Develop Connectives/Complex Clauses Appendix B: Cinderella Stories CHAPTER 8: Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes==Kenn Apel, Julie J. Masterson, and Danielle Brimo The Language Basis of Spelling Phonological Knowledge Orthographic Pattern Knowledge Morphologic Knowledge Semantic Knowledge Mental Graphemic Representations Relation between Spelling and Other Literacy Skills Developmental Spelling Theories Multi-linguistic Approach to Assessment Determining Goals Measuring Progress Multi-Linguistic Approach to Instruction and Intervention Prescriptive, Multi-Linguistic Intervention Improving Orthographic Pattern Knowledge Other Orthographic Pattern Knowledge Strategies Improving Morphological Knowledge Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics Multi-linguistic Instruction at the Classroom Level Summary References CHAPTER 9: Learning to Write==Cheryl M. Scott A Framework for Writing Emergent and Early School Writing: Age 4-8 Years Learning to Write Genre-Specific Text: Ages 9+ Learning the Macrostructure of Writing: Genre Development Interpretation of Genre Studies: Effects of Task and Curriculum Learning the Microstructure of Writing: Sentence Grammar Learning the Process of Writing How Well Do Children Write: Incidence of Writing Disorder and National Assessments Writing, Reading, and Oral Language Summary References CHAPTER 10: Developing Knowledge and Skills for Writing==Carol E. Westby Introduction Developing Writing Foundations Production/Transcription Skills Cognitive/Linguistic Skills Exploring the post-modern genre Expository texts Syntactic Structures Summarizing Developing Writing Processes Strategies for Generative Ideas and Planning Strategies for Production Strategies for Revising Summary Children's Books Appendix 10.1 References Index

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Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Stack text books	All India Institute of Speech and Hearing		23/2		371.914 4 KAM C; 1 (Browse shelf(Opens below))					Available			18808

Total holds: 0

Rev. ed. of: Language and reading disabilities : Boston : Pearson/A & B. 2nd ed. 2005.

Includes bibliographical references and index.

Preface
Acknowledgments
Contributors and Affiliations
CHAPTER 1: Language and Reading: Convergences and Divergences == Alan G. Kamhi and Hugh W. Catts
Defining Language
Phonology
Semantics
Morphology
Syntax
Pragmatics
Defining Reading
Models of Spoken and Written Language Comprehension
Comprehending Spoken and Written Language
Perceptual Analyses
Word Recognition
Discourse-Level Processes
Differences between Spoken and Written Language
Physical Differences
Situational Differences
Functional Differences
Form Differences
Vocabulary Differences
Grammatical Differences
Processing Differences
Basic Factors in Reading and Language Development
Summary
References

CHAPTER 2: Reading Development== Alan G. Kamhi and Hugh W. Catts
Emergent Literacy Period (Birth-Kindergarten)
Joint Book Reading
Learning about Print
Summary
The Development of Word Recognition Skills
Logographic Stage
Alphabetic Stage
Orthographic Stage and Automatic Word Recognition
Problems with Stage Theories of Word Recognition
The Self-Teaching Hypothesis
Evaluating the Self-Teaching Hypothesis
The Development of Reading Comprehension
Misconceptions about Comprehension Development
Summary
References

CHAPTER 3: Defining and Classifying Reading Disabilities==Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof
Historical Basis of Reading Disabilities
Early Reports
Orton
Johnson and Myklebust
The Modern Era
Terminology
Prevalence
Gender Differences
Defining Reading Disability
Exclusionary Factors
IDA Definition
Dyslexia as a Specific Learning Disability
Problems in Word Recognition and Spelling
Deficits in Phonological Processing
Unexpected Underachievement
Secondary Consequences
Classifying Dyslexia and Other Language-Based Reading Difficulties
Subtypes Based on the Simple View of Reading
Classification Studies
Other Subtyping Methods Based on Word Recognition Skills
Combining Subtypes in Research and Practice
Clinical Implications
References

CHAPTER 4: Causes of Reading Disabilities==Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof
Extrinsic Causes of Reading Disabilities
Early Literacy Experience
Reading Instruction
Matthew Effects
Intrinsic Causes of Reading Disabilities
Genetic Basis
Neurological Basis
Visually-Based Deficits
Auditory Processing Deficits
Attention-Based Deficits
Language-Based Deficits
References

CHAPTER 5: Assessment and Instruction for Phonemic Awareness and Word Recognition Skills==Stephanie Al Otaiba, Marcia L.Kosanovich, and Joseph K. Torgeson
Development and Assessment of Phonemic Awareness
The Importance of Phonemic Awareness in Learning to Read
Purposes for Assessment of Phonemic Awareness
Procedures and Measures Used to Assess Phonemic Awareness
Development and Assessment of Word Recognition
Issues in the Assessment of Word Recognition
Commonly Used Measures of Word Recognition Ability
Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention
What Do We Know about Effective Code-focused Classroom Instruction?
What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes?
What Do We Know about Training Code-focused Skills through Supplemental Interventions?
What Do We Know about Poor Responders?
Issues for Future Research and Development References

CHAPTER 6: Perspectives on Assessing and Improving Reading Comprehension==Alan G. Kamhi
Defining comprehension
Reader Abilities
Text Factors
Task Factors
A Model of Comprehension
Assessing Reading Comprehension
Comprehension Instruction
Strategy Instruction
Content Goals and Disciplinary Literacy
Summary and Conclusions

CHAPTER 7: Assessing and Remediating Text Comprehension Problems ==Carol E. Westby
Cognitive and Linguistic Underpinnings for Literacy
Linguistic Skills for Literacy
Cognitive Understanding for Text Comprehension
Assessing Language and Cognitive Skills for Text Comprehension
Assessing Literate Language Style (Text Microstructures)
Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures)
Assessing Recognition/Comprehension of Content Schemata
Assessing ability to organize schema content and text grammars
Facilitating Text Comprehension
Developing Linguistic Microstructures
Developing Macrostructure Schemas
Summary
References
Children's Materials
Appendix A: Books to Develop Connectives/Complex Clauses
Appendix B: Cinderella Stories

CHAPTER 8: Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes==Kenn Apel, Julie J. Masterson, and Danielle Brimo
The Language Basis of Spelling
Phonological Knowledge
Orthographic Pattern Knowledge
Morphologic Knowledge
Semantic Knowledge
Mental Graphemic Representations
Relation between Spelling and Other Literacy Skills
Developmental Spelling Theories
Multi-linguistic Approach to Assessment
Determining Goals
Measuring Progress
Multi-Linguistic Approach to Instruction and Intervention
Prescriptive, Multi-Linguistic Intervention
Improving Orthographic Pattern Knowledge
Other Orthographic Pattern Knowledge Strategies
Improving Morphological Knowledge
Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics
Multi-linguistic Instruction at the Classroom Level
Summary
References

CHAPTER 9: Learning to Write==Cheryl M. Scott
A Framework for Writing
Emergent and Early School Writing: Age 4-8 Years
Learning to Write Genre-Specific Text: Ages 9+
Learning the Macrostructure of Writing: Genre Development
Interpretation of Genre Studies: Effects of Task and Curriculum
Learning the Microstructure of Writing: Sentence Grammar
Learning the Process of Writing
How Well Do Children Write: Incidence of Writing Disorder and National Assessments
Writing, Reading, and Oral Language
Summary
References

CHAPTER 10: Developing Knowledge and Skills for Writing==Carol E. Westby
Introduction
Developing Writing Foundations
Production/Transcription Skills
Cognitive/Linguistic Skills
Exploring the post-modern genre
Expository texts
Syntactic Structures
Summarizing
Developing Writing Processes
Strategies for Generative Ideas and Planning
Strategies for Production
Strategies for Revising
Summary
Children's Books
Appendix 10.1
References
Index

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