Word Recognition in Beginning Literacy Jamie Metsala Linnea Ehri 1998 PB

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“Some visible age/wear on cover, corners and edges. Inside pages are clean, crisp and unmarked. ”... Read moreabout condition
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Item specifics

Condition
Good
A book that has been read but is in good condition. Very minimal damage to the cover including scuff marks, but no holes or tears. The dust jacket for hard covers may not be included. Binding has minimal wear. The majority of pages are undamaged with minimal creasing or tearing, minimal pencil underlining of text, no highlighting of text, no writing in margins. No missing pages. See all condition definitionsopens in a new window or tab
Seller Notes
“Some visible age/wear on cover, corners and edges. Inside pages are clean, crisp and unmarked. ...
Educational Level
Adult & Further Education
MPN
Does not apply
Level
Advanced
ISBN
9780805828993
Category

About this product

Product Identifiers

Publisher
Routledge
ISBN-10
0805828990
ISBN-13
9780805828993
eBay Product ID (ePID)
319259

Product Key Features

Number of Pages
416 Pages
Language
English
Publication Name
Word Recognition in Beginning Literacy
Subject
Vocabulary, Teaching Methods & Materials / Reading & Phonics, Reading Skills, General
Publication Year
1998
Type
Textbook
Author
Linnea C. Ehri
Subject Area
Language Arts & Disciplines, Education
Format
Uk-B Format Paperback

Dimensions

Item Height
1 in
Item Weight
23.2 Oz
Item Length
9 in
Item Width
6.5 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
97-040338
Dewey Edition
21
Illustrated
Yes
Dewey Decimal
372.46/2
Table Of Content
Contents: Preface. Part I: Basic Processes in Beginning Word Recognition. L.C. Ehri, Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English. U. Goswami, The Role of Analogies in the Development of Word Recognition. S.A. Stahl, B. Murray, Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading. J.L. Metsala, A.C. Walley, Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability. G.D.A. Brown, The Endpoint of Skilled Word Recognition: The ROAR Model. Part II: Processes and Instruction for Disabled Readers. L.S. Siegel, Phonological Processing Deficits and Reading Disabilities. J.K. Torgesen, S.R. Burgess, Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies. B.W. Wise, R.K. Olson, J. Ring, M. Johnson, Interactive Computer Support for Improving Phonological Skills. I.W. Gaskins, A Beginning Literacy Program for At-Risk and Delayed Readers. Part III: Word Recognition in Context. A.E. Cunningham, K.E. Stanovich, The Impact of Print Exposure on Word Recognition. L. Baker, S. Fernandez-Fein, D. Scher, H. Williams, Home Experiences Related to the Development of Word Recognition. R. Treiman, Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction. R. Calfee, Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program. D.H. Tracey, L.M. Morrow, Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition. M. Pressley, R. Wharton-McDonald, J. Mistretta, Effective Beginning Literacy Instruction: Dialectial, Scaffolded, and Contextualized.
Synopsis
This volume brings together reading and literacy experts from education and psychology in an examination of issues impacting early reading success and failure. For students and researchers in literacy and educators alike., This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
LC Classification Number
LB1050.44.W67 1998

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