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Language and reading disabilities / (Record no. 1851)

MARC details
000 -LEADER
fixed length control field	07738cam a2200385 a 4500
001 - CONTROL NUMBER
control field	16693276
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190912135339.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	110315s2012 maua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2011010228
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780137072774
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0137072775
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
043 ## - GEOGRAPHIC AREA CODE
Geographic area code	n-us---
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LB1050.5
Item number	.L25 2012
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.914 4 KAM C; 1
Edition number	22
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Kamhi, Alan G.,
Dates associated with a name	1950-
245 10 - TITLE STATEMENT
Title	Language and reading disabilities /
Statement of responsibility, etc.	Alan G. Kamhi, Hugh W. Catts.
250 ## - EDITION STATEMENT
Edition statement	3rd ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Pearson,
Date of publication, distribution, etc.	c2012.
300 ## - PHYSICAL DESCRIPTION
Extent	xvi, 303 p. :
Other physical details	ill. ;
Dimensions	24 cm.
500 ## - GENERAL NOTE
General note	Rev. ed. of: Language and reading disabilities : Boston : Pearson/A & B. 2nd ed. 2005.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface<br/>Acknowledgments<br/>Contributors and Affiliations<br/>CHAPTER 1: Language and Reading: Convergences and Divergences == Alan G. Kamhi and Hugh W. Catts<br/>Defining Language<br/>Phonology<br/>Semantics<br/>Morphology<br/>Syntax<br/>Pragmatics<br/>Defining Reading<br/>Models of Spoken and Written Language Comprehension<br/>Comprehending Spoken and Written Language<br/>Perceptual Analyses<br/>Word Recognition<br/>Discourse-Level Processes<br/>Differences between Spoken and Written Language<br/>Physical Differences<br/>Situational Differences<br/>Functional Differences<br/>Form Differences<br/>Vocabulary Differences<br/>Grammatical Differences<br/>Processing Differences<br/>Basic Factors in Reading and Language Development<br/>Summary<br/>References<br/><br/>CHAPTER 2: Reading Development== Alan G. Kamhi and Hugh W. Catts<br/>Emergent Literacy Period (Birth-Kindergarten)<br/>Joint Book Reading<br/>Learning about Print<br/>Summary<br/>The Development of Word Recognition Skills<br/>Logographic Stage<br/>Alphabetic Stage<br/>Orthographic Stage and Automatic Word Recognition<br/>Problems with Stage Theories of Word Recognition<br/>The Self-Teaching Hypothesis<br/>Evaluating the Self-Teaching Hypothesis<br/>The Development of Reading Comprehension<br/>Misconceptions about Comprehension Development<br/>Summary<br/>References<br/><br/>CHAPTER 3: Defining and Classifying Reading Disabilities==Hugh W. Catts, Alan G. Kamhi, and Suzanne A. Adlof<br/>Historical Basis of Reading Disabilities<br/>Early Reports<br/>Orton<br/>Johnson and Myklebust<br/>The Modern Era<br/>Terminology<br/>Prevalence<br/>Gender Differences<br/>Defining Reading Disability<br/>Exclusionary Factors<br/>IDA Definition<br/>Dyslexia as a Specific Learning Disability<br/>Problems in Word Recognition and Spelling<br/>Deficits in Phonological Processing<br/>Unexpected Underachievement<br/>Secondary Consequences<br/>Classifying Dyslexia and Other Language-Based Reading Difficulties<br/>Subtypes Based on the Simple View of Reading<br/>Classification Studies<br/>Other Subtyping Methods Based on Word Recognition Skills<br/>Combining Subtypes in Research and Practice<br/>Clinical Implications<br/>References<br/><br/>CHAPTER 4: Causes of Reading Disabilities==Hugh W. Catts, alan G. Kamhi, and Suzanne A. Adlof<br/>Extrinsic Causes of Reading Disabilities<br/>Early Literacy Experience<br/>Reading Instruction<br/>Matthew Effects<br/>Intrinsic Causes of Reading Disabilities<br/>Genetic Basis<br/>Neurological Basis<br/>Visually-Based Deficits<br/>Auditory Processing Deficits<br/>Attention-Based Deficits<br/>Language-Based Deficits<br/>References<br/><br/>CHAPTER 5: Assessment and Instruction for Phonemic Awareness and Word Recognition Skills==Stephanie Al Otaiba, Marcia L.Kosanovich, and Joseph K. Torgeson<br/>Development and Assessment of Phonemic Awareness<br/>The Importance of Phonemic Awareness in Learning to Read<br/>Purposes for Assessment of Phonemic Awareness<br/>Procedures and Measures Used to Assess Phonemic Awareness<br/>Development and Assessment of Word Recognition<br/>Issues in the Assessment of Word Recognition<br/>Commonly Used Measures of Word Recognition Ability<br/>Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention<br/>What Do We Know about Effective Code-focused Classroom Instruction?<br/>What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes?<br/>What Do We Know about Training Code-focused Skills through Supplemental Interventions?<br/>What Do We Know about Poor Responders?<br/>Issues for Future Research and Development References<br/><br/>CHAPTER 6: Perspectives on Assessing and Improving Reading Comprehension==Alan G. Kamhi<br/>Defining comprehension<br/>Reader Abilities<br/>Text Factors<br/>Task Factors<br/>A Model of Comprehension<br/>Assessing Reading Comprehension<br/>Comprehension Instruction<br/>Strategy Instruction<br/>Content Goals and Disciplinary Literacy<br/>Summary and Conclusions<br/><br/>CHAPTER 7: Assessing and Remediating Text Comprehension Problems ==Carol E. Westby<br/>Cognitive and Linguistic Underpinnings for Literacy<br/>Linguistic Skills for Literacy<br/>Cognitive Understanding for Text Comprehension<br/>Assessing Language and Cognitive Skills for Text Comprehension<br/>Assessing Literate Language Style (Text Microstructures)<br/>Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures)<br/>Assessing Recognition/Comprehension of Content Schemata<br/>Assessing ability to organize schema content and text grammars<br/>Facilitating Text Comprehension<br/>Developing Linguistic Microstructures<br/>Developing Macrostructure Schemas<br/>Summary<br/>References<br/>Children's Materials<br/>Appendix A: Books to Develop Connectives/Complex Clauses<br/>Appendix B: Cinderella Stories<br/><br/><br/>CHAPTER 8: Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes==Kenn Apel, Julie J. Masterson, and Danielle Brimo<br/>The Language Basis of Spelling<br/>Phonological Knowledge<br/>Orthographic Pattern Knowledge<br/>Morphologic Knowledge<br/>Semantic Knowledge<br/>Mental Graphemic Representations<br/>Relation between Spelling and Other Literacy Skills<br/>Developmental Spelling Theories<br/>Multi-linguistic Approach to Assessment<br/>Determining Goals<br/>Measuring Progress<br/>Multi-Linguistic Approach to Instruction and Intervention<br/>Prescriptive, Multi-Linguistic Intervention<br/>Improving Orthographic Pattern Knowledge<br/>Other Orthographic Pattern Knowledge Strategies<br/>Improving Morphological Knowledge<br/>Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics<br/>Multi-linguistic Instruction at the Classroom Level<br/>Summary<br/>References<br/><br/>CHAPTER 9: Learning to Write==Cheryl M. Scott<br/>A Framework for Writing<br/>Emergent and Early School Writing: Age 4-8 Years<br/>Learning to Write Genre-Specific Text: Ages 9+<br/>Learning the Macrostructure of Writing: Genre Development<br/>Interpretation of Genre Studies: Effects of Task and Curriculum<br/>Learning the Microstructure of Writing: Sentence Grammar<br/>Learning the Process of Writing<br/>How Well Do Children Write: Incidence of Writing Disorder and National Assessments<br/>Writing, Reading, and Oral Language<br/>Summary<br/>References<br/><br/>CHAPTER 10: Developing Knowledge and Skills for Writing==Carol E. Westby<br/>Introduction<br/>Developing Writing Foundations<br/>Production/Transcription Skills<br/>Cognitive/Linguistic Skills<br/>Exploring the post-modern genre<br/>Expository texts<br/>Syntactic Structures<br/>Summarizing<br/>Developing Writing Processes<br/>Strategies for Generative Ideas and Planning<br/>Strategies for Production<br/>Strategies for Revising<br/>Summary<br/>Children's Books<br/>Appendix 10.1<br/>References<br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Reading disability
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Children
Geographic subdivision	United States
General subdivision	Language.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Reading
General subdivision	Remedial teaching
Geographic subdivision	United States.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	English language
General subdivision	Composition and exercises
--	Study and teaching
Geographic subdivision	United States.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Catts, Hugh W.
Fuller form of name	(Hugh William),
Dates associated with a name	1949-
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Kamhi, Alan G.,
Dates associated with a name	1950-
Title of a work	Language and reading disabilities.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			23/2	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	12/09/2019	5	371.914 4 KAM C; 1	18808	10/07/2026	23/06/2026	12/09/2019	Stack text books