An edition of Contemporary perspectives on reading and spelling
(2009)
Contemporary perspectives on reading and spelling
by Clare Patricia Wood and Vincent Connelly
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1
Contemporary Perspectives on Reading and Spelling
2009, Taylor & Francis Group
in English
1134004249 9781134004249
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2
Contemporary Perspectives on Reading and Spelling
2009, Taylor & Francis Group
in English
1134004230 9781134004232
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Contemporary perspectives on reading and spelling
2009, Routledge
in English
0415497175 9780415497176
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Contemporary Perspectives on Reading and Spelling
2009, Taylor & Francis Group
in English
1134004214 9781134004218
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Book Details
Published in
Abingdon, Oxon, New York, NY
Table of Contents
Phonological awareness: beyond phonemes / Clare Wood, Lesly Wade-Woolley & Andrew Holliman
Auditory processing and developmental dyslexia: throwing the baby out with the bath water / Jennifer Thomson
Acquiring complex reading skills: an exploration of disyllabic word reading / Lynne G. Duncan
Children's reading comprehension difficulties: a consideration of the precursors and consequences / Kate Cain
The acquisition of spelling patterns: early, late or never? / Nenagh Kemp
Viewing spelling in a cognitive context: underlying representations and processes / Sarah Critten & Karen Pine
What spelling errors have to tell about vocabulary learning / Ruth H. Bahr, Elaine R. Silliman & Virginia Berninger
Reading and spelling in transparent alphabetic orthographies: points of convergence and divergence / Selma Babayigit
How do children and adults conceptualise phoneme-letter relationships? / Annukka Lehtonen
Do bilingual beginning readers activate the grapheme-phoneme correspondences of their two languages when reading in one language? / Vincent Goetry, Regine Kolinsky & Philippe Mousty
Using spelling knowledge in a word game / Morag MacLean
Metalinguistic and subcharacter skills in chinese literacy acquisition / Xiuli Tong, Phil D Liu & Catherine McBride-Chang
Enhancing word reading, spelling and reading comprehension skills with synthetic phonics teaching: studies in Scotland and England / Rhona Johnson, Joyce E, Watson & Sarah Logan
Does reading instruction have an influence on how readers process print? / Vince Connelly ... [et al.]
The cerebellar deficit theory of developmental dyslexia: evidence and implications for intervention? / Shahrzad Irannejad & Rob Savage
Teaching children with severe learning difficulties: routes to word recognition using logographic symbols / Kieron Sheehy and Andrew J. Holliman.
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| August 15, 2020 | Edited by ImportBot | import existing book |
| June 29, 2019 | Edited by MARC Bot | import existing book |
| July 28, 2014 | Created by ImportBot | import new book |