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Theory and Practice of Early Reading

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Bateman's Chapter
Bateman’s Chapter
Bender Gestalt Test
Category=CFC
Category=JNLB
child language development
cognitive reading processes
correspondences
decoding
Disabled Reader
discourse comprehension
early literacy instructional models
Early Reading Instruction
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eq_dictionaries-language-reference
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fall Pretest
Functional Language
instruction
IQ Distribution
language acquisition research
Language Mismatch
Learning Disabled Children
letter
Letter Sound Correspondences
Logical Task Analyses
orthographic
Orthographic Regularity
Orthographic Structure
PALO ALTO
Paragraphs Subtest
Phonetic Recoding
Phonological Recoding
Reading Disability
Reading Disorders
Reading Instruction
reading program evaluation
recognition
regularity
Semantic Information
skills
sound
special education literacy
United States Armed Forces Institute
Vernacular Black English
Vice Versa
word
Word Boundary Cues

Product details

  • ISBN 9780898590036
  • Weight: 770g
  • Dimensions: 156 x 234mm
  • Publication Date: 01 Oct 1979
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Paperback
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Description

First Published in 1979. These volumes explore the range and depth of our theoretical and practical knowledge about early reading instruction. Contributors-psychologists, linguists, instructional designers, reading and special education experts were asked to address three questions: (1) What is the nature of skilled reading? (2) How is reading skill acquired? (3) What do the nature of skilled reading and the process of acquiring reading skill jointly suggest for reading instruction? This is Volume I of a collection of essays looking at topics such as reading stages, coding and comprehension skills, word recognition, language skills, instruction and teaching theories and an analysis of reading two beginning reading programs.
About

Lauren B. Resnick University of Pittsburgh, Phyllis A. Weaver Harvard University