By Clare Wood, Vincent Connelly

With contributions from prime overseas researchers, modern views on studying and Spelling deals a critique of present pondering at the study literature into examining, studying comprehension and writing. every one paper during this quantity presents an account of empirical examine that demanding situations points of permitted types and largely permitted theories approximately analyzing and spelling. This e-book develops the argument for a necessity to include much less extensively stated learn into renowned bills of written language improvement and incapacity, hard the concept the advance of a common idea of written language improvement is possible. The arguments in the publication are explored in 3 elements: overarching debates in analyzing and spelling examining and spelling throughout languages written language problems and techniques to educating. commencing up the present debates, and incorporating mental thought and the politics surrounding the instructing and studying of studying and spelling, this edited assortment bargains a few hard issues for mirrored image approximately how the self-discipline of psychology as an entire techniques the examine of written language talents. Highlighting ground-breaking new views, this ebook varieties crucial interpreting for all researchers and practitioners with a spotlight at the improvement of studying and spelling talents.

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Extra resources for Contemporary Perspectives on Reading and Spelling (New Perspectives on Learning and Instruction)

Sample text

Whalley, K. & Hansen, J. (2006). ‘The role of prosodic sensitivity in children’s reading development’. Journal of Research in Reading, 29, 288–303. Wood, C. (2006). ‘Metrical stress sensitivity in young children and its relationship to phonological awareness and reading’. Journal of Research in Reading, 29, 270–287. Wood, C. & Terrell, C. (1998). ‘Poor readers’ ability to detect speech rhythm and perceive rapid speech’. British Journal of Developmental Psychology, 16, 397–413. Chapter 2 Auditory processing and developmental dyslexia Throwing the baby out with the bathwater?

Journal of Speech & Hearing Research, 32, 317–322. M. & Plunkett, K. (2002). ‘Phonological specificity in early words’. Cognitive Development, 17, 1265–1282. E. E. (1985). ‘Speech perception development in languageimpaired children: a 4-year follow-up study’. Journal of Speech & Hearing Disorders, 50, 21–30. M. (1997).

2004). These cross-sectional findings are highly promising. , 2006; see Chapter 1 in this volume). Both pedagogically and theoretically however, the most informative findings will come from the longitudinal studies now underway. g. cognitive) and extrinsic (environmental) factors. By starting to understand this dynamic process, both researchers and educators will be in a better position to optimize the developmental process for children in whom it is compromised. Where next? The question asked at the beginning of this chapter was why children with dyslexia have a phonological deficit.

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