Childrens Comprehension Problems In Oral And Written Language
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Author |
: Kate Cain |
Publisher |
: Guilford Press |
Total Pages |
: 321 |
Release |
: 2008-05-07 |
ISBN-10 |
: 9781593858322 |
ISBN-13 |
: 1593858329 |
Rating |
: 4/5 (22 Downloads) |
Synopsis Children's Comprehension Problems in Oral and Written Language by : Kate Cain
Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
Author |
: Kate Cain |
Publisher |
: Guilford Press |
Total Pages |
: 0 |
Release |
: 2007-03-02 |
ISBN-10 |
: 1593854439 |
ISBN-13 |
: 9781593854430 |
Rating |
: 4/5 (39 Downloads) |
Synopsis Children's Comprehension Problems in Oral and Written Language by : Kate Cain
Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
Author |
: National Research Council |
Publisher |
: National Academies Press |
Total Pages |
: 449 |
Release |
: 1998-07-22 |
ISBN-10 |
: 9780309064187 |
ISBN-13 |
: 030906418X |
Rating |
: 4/5 (87 Downloads) |
Synopsis Preventing Reading Difficulties in Young Children by : National Research Council
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Author |
: Cesare Cornoldi |
Publisher |
: Routledge |
Total Pages |
: 498 |
Release |
: 2013-04-03 |
ISBN-10 |
: 9781136488627 |
ISBN-13 |
: 1136488626 |
Rating |
: 4/5 (27 Downloads) |
Synopsis Reading Comprehension Difficulties by : Cesare Cornoldi
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
Author |
: Kate Cain |
Publisher |
: John Wiley & Sons |
Total Pages |
: 276 |
Release |
: 2010-06-21 |
ISBN-10 |
: 9781405151559 |
ISBN-13 |
: 1405151552 |
Rating |
: 4/5 (59 Downloads) |
Synopsis Reading Development and Difficulties by : Kate Cain
Reading Development and Difficulties is a comprehensive and balanced introduction to the development of the two core aspects of reading: good word reading skills and the ability to extract the overall meaning of a text. Unique in its balanced coverage of both word reading and reading comprehension development, this book is an essential resource for undergraduates studying literacy acquisition Offers wide coverage of the subject and discusses both typical development and the development of difficulties in reading Accessibly written for students and professionals with no previous background in reading development or reading difficulties Provides a detailed examination of the specific problems that underlie reading difficulties
Author |
: Katharine G. Butler |
Publisher |
: Psychology Press |
Total Pages |
: 396 |
Release |
: 2001-12-01 |
ISBN-10 |
: 9781135665920 |
ISBN-13 |
: 1135665923 |
Rating |
: 4/5 (20 Downloads) |
Synopsis Speaking, Reading, and Writing in Children With Language Learning Disabilities by : Katharine G. Butler
The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.
Author |
: Peter Christen Asbjørnsen |
Publisher |
: Houghton Mifflin Harcourt |
Total Pages |
: 40 |
Release |
: 1991 |
ISBN-10 |
: 0156901501 |
ISBN-13 |
: 9780156901505 |
Rating |
: 4/5 (01 Downloads) |
Synopsis The Three Billy Goats Gruff by : Peter Christen Asbjørnsen
The three billy goats outsmart the hungry troll who lives under the bridge.
Author |
: Kathleen A. Roskos |
Publisher |
: Guilford Publications |
Total Pages |
: 185 |
Release |
: 2015-12-30 |
ISBN-10 |
: 9781462524129 |
ISBN-13 |
: 1462524125 |
Rating |
: 4/5 (29 Downloads) |
Synopsis Oral Language and Comprehension in Preschool by : Kathleen A. Roskos
Before children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2" x 11" size.
Author |
: Nicola Yuill |
Publisher |
: Cambridge University Press |
Total Pages |
: 258 |
Release |
: 1991-09-19 |
ISBN-10 |
: 9780521353243 |
ISBN-13 |
: 0521353246 |
Rating |
: 4/5 (43 Downloads) |
Synopsis Children's Problems in Text Comprehension by : Nicola Yuill
A 1991 examination of children's comprehension abilities by Yuill and Oakhill.
Author |
: Philip B. Gough |
Publisher |
: Routledge |
Total Pages |
: 385 |
Release |
: 2017-11-27 |
ISBN-10 |
: 9781351236881 |
ISBN-13 |
: 1351236881 |
Rating |
: 4/5 (81 Downloads) |
Synopsis Reading Acquisition by : Philip B. Gough
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.