Language and Reading Disabilities

Pearson New International Edition

Alan Kamhi, Hugh Catts (Autoren)

Buch | Softcover

328 Seiten

2013 | 3rd edition
Pearson Education Limited (Verlag)
978-1-292-02198-0 (ISBN)

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For courses in speech and language intervention, language disorders, reading disorders and special education. Written by leading experts, this third edition maintains a strong clinical focus and thorough coverage of the identification, assessment, and treatment of reading and writing disorders. Fully updated, this edition includes a new chapter on reading comprehension, a new chapter on spelling, and consolidated information on defining and classifying reading disabilities. New sections feature the latest on comprehension development, RTI, auditory processing deficits, literate vocabulary, and cognitive linguistic skills in writing. Offering the varied perspective of well-known contributors, the text successfully keeps pace with the rapid changes in the knowledge of language and reading disabilities and provides readers with the most up-to-date advances in the field.

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

Erscheint lt. Verlag	9.8.2013
Verlagsort	Harlow
Sprache	englisch
Maße	216 x 279 mm
Gewicht	920 g
Themenwelt	Medizin / Pharmazie ► Gesundheitsfachberufe ► Logopädie
	Sozialwissenschaften ► Pädagogik ► Berufspädagogik
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-10	1-292-02198-5 / 1292021985
ISBN-13	978-1-292-02198-0 / 9781292021980
Zustand	Neuware