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_aLB1050.6 _b.M34 2005 |
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_a428.4 _222 |
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_aMcGuinness, Diane, _eauthor. _91047699 |
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245 | 1 | 0 |
_aLanguage development and learning to read : _bthe scientific study of how language development affects reading skill / _cDiane McGuinness. |
264 | 1 |
_aCambridge, Mass. : _bMIT Press, _c[2005] |
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264 | 4 | _c©2005 | |
300 |
_ax, 494 pages : _billustrations ; _c24 cm |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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500 | _a"A Bradford book.". | ||
504 | _aIncludes bibliographical references (pages 447-477) and index. | ||
505 | 0 | 0 |
_g1. _tThe origin of the theory of phonological development -- _g2. _tDevelopment of receptive language in the first year of life -- _g3. _tSpeech perception after 3 -- _g4. _tLinks : auditory analysis, speech production, and phonological awareness -- _g5. _tYoung children's analysis of language -- _g6. _tWhat is phoneme awareness and does it matter? -- _g7. _tThe development of expressive language -- _g8. _tThe impact of general language skills on reading and academic success -- _g9. _tAn introduction to reading research : some pitfalls -- _g10. _tAuditory and speech perception and reading -- _g11. _tMethodological issues in research on general language and reading -- _g12. _tVocabulary and reading -- _g13. _tVerbal memory and reading -- _g14. _tSyntax and reading -- _g15. _tNaming speed and reading -- _g16. _tSlow readers : how slow is slow? -- _g17. _tSummary : what do we know for sure? -- _gApp. 1. _tMethodological problems in studies by Tallal et al. |
520 | 1 | _a"Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields - developmental psychology, psycholinguistics, and the speech and hearing sciences - and provide a new perspective on which language functions matter most for reading and academic success."--BOOK JACKET. | |
588 | _aMachine converted from AACR2 source record. | ||
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_aReading _xResearch _9323182 |
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_aLanguage acquisition _xResearch _9799522 |
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