Children's Reading and the Development of Phonological Awareness PDF Download

Author: Keith E. Stanovich
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 186

View

Book Description

Author: Usha Goswami
Publisher: Psychology Press
ISBN: 1317441559
Category : Psychology
Languages : en
Pages : 162

View

Book Description
In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

Author: Gail T. Gillon
Publisher: Guilford Publications
ISBN: 1462532888
Category : Language Arts & Disciplines
Languages : en
Pages : 290

View

Book Description
"Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. Subject Areas/Key Words: phonological awareness, phonological skills, phonemic awareness, phonemes, phonology, phonics, spoken language impairments, oral language, written language, reading development, early literacy development, oracy, speaking, teaching, assessments, interventions, instructional approaches, speech-language pathologists, speech-language pathology, special education, struggling learners, speech problems, speech disorders, learning disabilities, learning disorders, specific language impairments, dyslexia, reading disorders, spelling development, English language learners, at-risk students, speech-language therapists, early childhood education, preschoolers; English as a second language; second-language acquisition; learning multiple languages; metalinguistics; sounds Audience: Reading specialists, teachers, and special educators working with children ages 3-17 (PreK-12); speech-language pathologists; school psychologists"--

Author: Sally Featherstone
Publisher: Featherstone Education Limited
ISBN: 9781906029111
Category : Early childhood education
Languages : en
Pages : 20

View

Book Description
A good understanding of phonics is essential for reading but work that is too formal, presented too soon, is not helpful to young children. This book contains ideas for phonic activities for the Early Years Foundation Stage, for use both indoors andout. All are planned to help you support children in the development of phonological awareness as they work towards a structured programme. A good companion to The Little Book of Phonics, and of course L is for Sheep.

Author: Anne van Kleeck
Publisher: Plural Publishing
ISBN: 1597568511
Category : Language Arts & Disciplines
Languages : en
Pages : 369

View

Book Description
The role of parent-child and teacher-child shared story telling and storybook reading is a key vehicle for supporting children's development of emergent literacy and early language skills. This highly usable and practical book brings the advantages of sharing books and stories to educational and clinical settings, effectively demonstrating how it may be used to support: print knowledge phonological awareness vocabulary inferential language abilities grammatical and narrative skills With contributions from notable scholars who actively conduct research in the areas of education, developmental psychology, speech language pathology, reading, and early literacy, this unique resource synthesizes and applies current theory and research on uses of sharing books and stories in educational and intervention contexts.

Author: Wiley Blevins
Publisher: Scholastic Inc.
ISBN: 9780590372312
Category : Education
Languages : en
Pages : 68

View

Book Description
Phonemic awareness--the understanding that words are made up of sounds--is essential to a child's early reading success. With this book, children gain this awareness through activities that are easy to teach and engaging. Children play with sounds through songs, rhymes, poetry, picture games, and other exercises. The activities cover the five basic levels of phonemic awareness: * the ability to hear rhymes and alliteration; * to do oddity tasks; * to orally blend word and split syllables; * to orally segment words; * to do phonemic manipulation tasks. Blends critical reading skills with joyful word play. For use with Grades K-2.

Author: Pamela Owen
Publisher: Psychology Press
ISBN: 9780750703635
Category : Education
Languages : en
Pages : 204

View

Book Description
The first of two-volumes which aims to provide an international perspective on how children learn to read, featuring research and classroom experiences from around the world. This title is concerned with fostering an improved understanding of the nature of children's early reading development.

Author: Charles Hulme
Publisher: Routledge
ISBN: 1136498079
Category : Education
Languages : en
Pages : 550

View

Book Description
This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.

Author: Paula M. Rhyner
Publisher: Guilford Press
ISBN: 1606233653
Category : Language Arts & Disciplines
Languages : en
Pages : 240

View

Book Description
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.

Author: Terezinha Nunes
Publisher: Springer Science & Business Media
ISBN: 9781402016202
Category : Language Arts & Disciplines
Languages : en
Pages : 808

View

Book Description
PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.