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003			OSt
005			20190912135339.0
008			110315s2012 maua b 001 0 eng
010			_a 2011010228
020			_a9780137072774
020			_a0137072775
040			_aDLC _cDLC
042			_apcc
043			_an-us---
050	0	0	_aLB1050.5 _b.L25 2012
082	0	0	_a371.914 4 KAM C; 1 _222
100	1		_aKamhi, Alan G., _d1950-
245	1	0	_aLanguage and reading disabilities / _cAlan G. Kamhi, Hugh W. Catts.
250			_a3rd ed.
260			_aBoston : _bPearson, _cc2012.
300			_axvi, 303 p. : _bill. ; _c24 cm.
500			_aRev. ed. of: Language and reading disabilities : Boston : Pearson/A & B. 2nd ed. 2005.
504			_aIncludes bibliographical references and index.
505			_aPreface 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
650		0	_aReading disability _zUnited States.
650		0	_aChildren _zUnited States _xLanguage.
650		0	_aReading _xRemedial teaching _zUnited States.
650		0	_aEnglish language _xComposition and exercises _xStudy and teaching _zUnited States.
700	1		_aCatts, Hugh W. _q(Hugh William), _d1949-
700	1		_aKamhi, Alan G., _d1950- _tLanguage and reading disabilities.
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942			_2ddc _cSTS