Contemporary perspectives on reading and spelling
By: edited by Clare Wood and Vincent Connelly.
Contributors: Wood, Clare Patricia.; Connelly, Vincent.
Publisher: Routledge
Published: 2009
Place of publication: Abingdon, Oxon; New York, NY
Language: eng
Number of pages: 292
ISBN-13: 9780415497176; 9780415497169; 9780203877838
Subjects: Reading -- Cross-cultural studies; Language and languages -- Orthography and spelling
Genres: Cross-cultural studies.
Description: With contributions from leading international researchers, this book offers a critique of current thinking on the research literature into reading, reading comprehension and writing.
Table of contents: title: Phonological awareness: beyond phonemes / Clare Wood, Lesly Wade-Woolley & Andrew Holliman; title: Auditory processing and developmental dyslexia: throwing the baby out with the bath water / Jennifer Thomson; title: Acquiring complex reading skills: an exploration of disyllabic word reading / Lynne G. Duncan; title: Children's reading comprehension difficulties: a consideration of the precursors and consequences / Kate Cain; title: The acquisition of spelling patterns: early, late or never? / Nenagh Kemp; title: Viewing spelling in a cognitive context: underlying representations and processes / Sarah Critten & Karen Pine; title: What spelling errors have to tell about vocabulary learning / Ruth H. Bahr, Elaine R. Silliman & Virginia Berninger; title: Reading and spelling in transparent alphabetic orthographies: points of convergence and divergence / Selma Babayigit; title: How do children and adults conceptualise phoneme-letter relationships? / Annukka Lehtonen; title: Do bilingual beginning readers activate the grapheme-phoneme correspondences of their two languages when reading in one language? / Vincent Goetry, Regine Kolinsky & Philippe Mousty; title: Using spelling knowledge in a word game / Morag MacLean; title: Metalinguistic and subcharacter skills in chinese literacy acquisition / Xiuli Tong, Phil D Liu & Catherine McBride-Chang; title: Enhancing word reading, spelling and reading comprehension skills with synthetic phonics teaching: studies in Scotland and England / Rhona Johnson, Joyce E, Watson & Sarah Logan; title: Does reading instruction have an influence on how readers process print? / Vince Connelly ... [et al.]; title: The cerebellar deficit theory of developmental dyslexia: evidence and implications for intervention? / Shahrzad Irannejad & Rob Savage; title: Teaching children with severe learning difficulties: routes to word recognition using logographic symbols / Kieron Sheehy and Andrew J. Holliman.