Phonological Processes in Literacy

This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability.

Phonological Processes in Literacy

This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.

Phonological Processes in Literacy

This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability.

Phonological Processes in Literacy

This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.

Foundations of Reading Acquisition and Dyslexia

The role of working memory in reading disability. In S. Brady 8: D. Shankweiler (Eds), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 129—152). Hillsdale, N]: Lawrence Erlbaum Associates.

Foundations of Reading Acquisition and Dyslexia

The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

Explaining Individual Differences in Reading

Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum. Shankweiler, D. (1991a). Starting on the right foot. A review of Beginning to Read: Thinking and Learning About Print by M. J. Adams.

Explaining Individual Differences in Reading

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

Handbook of Reading Research Volume III

How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds)., <italic>Phonological processes in literacy: A tribute to Isabelle Y. Liberman</italic> (pp. 97–117).

Handbook of Reading Research  Volume III

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

Literacy Acquisition

From phonemic awareness to phonological processing to language access in children developing reading proficiency . ... Brady & D.P. Shankweiler ( Eds . ) , Phonological processes in literacy : A tribute to Isabelle Y. Liberman ( pp .

Literacy Acquisition


Schrift und Schriftlichkeit

Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ. Chang, J. M., Cheng, L. L. & Lee, W. L. 1990. A study of reading acquisition in bilingual English- Chinese students. Paper presented at the annual ...

Schrift und Schriftlichkeit


Pivotal Research in Early Literacy

Vocabulary development and the development of phonological awareness skills in preschool children. ... In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 47–53).

Pivotal Research in Early Literacy

This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies, critically assesses their long-term impact on practice and policy, and offers takeaways for the classroom. Leading authorities--including several authors of the original pivotal studies--cover 12 essential aspects of language development, literacy development, and home and community literacy experiences in PreK?2.ÿ ÿ

Orthography Phonology Morphology and Meaning

Phonological awareness: Implications for prereading and early reading instruction. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman ...

Orthography  Phonology  Morphology and Meaning

The area of research on printed word recognition has been one of the most active in the field of experimental psychology for well over a decade. However, notwithstanding the energetic research effort and despite the fact that there are many points of consensus, major controversies still exist. This volume is particularly concerned with the putative relationship between language and reading. It explores the ways by which orthography, phonology, morphology and meaning are interrelated in the reading process. Included are theoretical discussions as well as reviews of experimental evidence by leading researchers in the area of experimental reading studies. The book takes as its primary issue the question of the degree to which basic processes in reading reflect the structural characteristics of language such as phonology and morphology. It discusses how those characteristics can shape a language's orthography and affect the process of reading from word recognition to comprehension. Contributed by specialists, the broad-ranging mix of articles and papers not only gives a picture of current theory and data but a view of the directions in which this research area is vigorously moving.

Word Recognition in Beginning Literacy

Spee repetition abilities in ildren who differ in reading skill. Language and Speech, 32, 109–122. Brady, S., & Shankweiler, D. (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman.

Word Recognition in Beginning Literacy

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

Literacy

L. Exhibit practical knowledge of how to assess children's reading abilities , and of appropriate lesson planning to cover each of the items listed above . ... Phonological Processes in Literacy : A Tribute to Isabelle Y. Liberman .

Literacy

This document presents the transcript of Congressional hearings to gather information as to why children cannot read. Current federal programs were reviewed as well. After opening statements of the Hon. Bill Goodling and the Hon. Tim Roemer, the transcript for the hearing held on July 10, 1997 on why children cannot read includes the texts of oral statements and prepared statements by the following individuals or organizations: Richard Venezky, Reid Lyon, Robert E. Slavin, Catherine Snow, Vivian L. Gadsden, Janet Nicholas, Barbara Ruggles, Margaret Doughty, the Hon. Bill Clay, and Carolyn McCarthy. The transcript for the hearing held on July 31, 1997 on a review of current federal programs on literacy includes the texts of oral statements and prepared statements by the following individuals or organizations: the Hon. Bill Clay, the Hon. Lamar Smith, Maris A. Vinovskis, Herbert Walberg, Joseph Johnson, Jr., Cheryl Wilhoyte, and Andrew Hayes. After an opening statement of the Hon. Bill Goodling, the transcript for the hearing held on September 3, 1997 on teachers as the key to helping America learn to read includes the texts of oral statements and prepared statements by the following individuals or organizations: Ann W. Mintz, Debra Wakefield, Kimberly Wilson, Laura D. Fredrick, Beth S. Check, Louisa C. Moats, Nancy Thompson, and materials submitted by the Hon. Bobby Scott. (RS)

Handbook of Psychology Educational Psychology

Blachman, B. A. (1991). Phonological awareness: Implications for prereading and early reading instruction. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 29–36).

Handbook of Psychology  Educational Psychology

Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.

Handbook of Psychology Educational Psychology

Phonological awareness : Implications for prereading and early reading instruction . In S. A. Brady & D. P. Shankweiler ( Eds . ) , Phonological processes in literacy : A tribute to Isabelle Y. Liberman ( pp . 29–36 ) .

Handbook of Psychology  Educational Psychology

Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.

Language acquisition problems and reading disorders

Phonological skills before and after learning to read. In S.A. Brady & D.P. Shankweiler (Eds.). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. 37-53. Hillsdale, NJ: Lawrence Erlbaum Associates.

Language acquisition problems and reading disorders


Dyslexia Reading and the Brain

The role of working memory in reading disability. In S.A.Brady & D.P.Shankweiler (Eds.), Phonological processes in literacy: a tribute to Isabelle Y.Liberman (pp. 129–151). Hillsdale, NJ: Lawrence Erlbaum Associates Inc. Brady, S.A., ...

Dyslexia  Reading and the Brain

Despite the wealth of literature available on the subject of dyslexia, there is little that explores the subject beyond a single theoretical framework. The need for a comprehensive review of the literature by both researchers and practitioners from different fields and theoretical backgrounds is the central motivation behind Dyslexia, Reading and the Brain. By combining the existing fragmented and one-sided accounts, Alan Beaton has created a sourcebook that provides the much-needed basis for a more integrated and holistic approach to dyslexia.The book is divided into two sections: the first, The Cognitive Context, outlines the theoretical context of normal reading development and introduces the role of phonological awareness and the relation between dyslexia and IQ. Section two, The Biological Context, provides an explanation of the genetic background as well as exploring hormonal theories and the visual aspects of dyslexia. By including both historical theories and some of the most recent developments, Dyslexia, Reading and the Brain succeeds in presenting the reader with a balanced and unbiased overview of the current thinking and achieves a unique breadth and depth of coverage. The comprehensive coverage and impartial approach mean that this sourcebook will prove an invaluable resource for anyone involved in study, research or practice in the fields of reading and dyslexia.

Handbook of Academic Learning

Blachman, B. A. (1991). Phonological awareness: Implications for prereading and early reading instruction. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 29–36).

Handbook of Academic Learning

The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. Key Features * Identifies effective teaching with specific techniques * Covers elementary school through high school * Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking * Identifies how students learn to learn * Reviews theory, research, techniques, and assessment * Contains field tested examples for the educational professional at the school site * Provides a resource for staff development

Perspectives On Learning Disabilities

Phonological awareness: Implications for prereading and early reading instruction. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 29– 36).

Perspectives On Learning Disabilities

More children than ever before are being labeled as learning disabled (LD), including some who in the past would have been labeled mentally retarded. At the same time, the category of gifted learning disabled has become widely accepted, and some parents as well as teachers are trying to have their children labeled as LD in order to render them eligible for special services. But despite the reliance on the term, few agree on its definition or origins.This edited volume attempts to bridge that knowledge gap by bringing together experts from a variety of perspectives?biological, cognitive, educational, sociological, and interactive?to discuss the nature of LD, its origins, its diagnosis, and effective remediation. Framing the discussion are introductory and concluding chapters written by the editors.

Phonological Processing Abilities and Reading Competence

The role of working memory in reading disability . In S. A. Brady & D. Shankweiler ( Eds . ) , Phonological processes in literacy : A tribute to Isabelle Y. Liberman . Hillsdale , NJ : Lawrence Erlbaum Associates .

Phonological Processing Abilities and Reading Competence

Originally presented as the author's thesis (doctoral-National Key Research Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, June 2009)

Encyclopedia of Special Education Volume 3

Basic research in speech and lateralization of language: Some implications for reading disability. ... In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. xiii–xvii).

Encyclopedia of Special Education  Volume 3

The only comprehensive reference devoted to special education The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. This completely updated and comprehensive A-Z reference includes about 200 new entries, with increased attention given to those topics that have grown in importance since the publication of the third edition, such as technology, service delivery policies, international issues, neuropsychology, and RTI. The latest editions of assessment instruments frequently administered in special education settings are discussed. Only encyclopedia or comprehensive reference devoted to special education Edited and written by leading researchers and scholars in the field New edition includes over 200 more entries than previous edition, with increased attention given to those topics that have grown in importance since the publication of the third edition—such as technology, service delivery policies, international issues, neuropsychology, and Response to Intervention, Positive Behavioral Interventions and Supports (PBIS), Autism and Applied Behavior Analysis Entries will be updated to cover the latest editions of the assessment instruments frequently administered in special education settings Includes an international list of authors and descriptions of special education in 35 countries Includes technology and legal updates to reflect a rapidly changing environment Comprehensive and thoroughly up to date, this is the essential, A-Z compilation of authoritative information on the education of those with special needs.

Phonological Awareness in Reading

Shankweiler (Eds.), Phonological processes inliteracy: A tribute to Isabelle Y. Liberman. Hillsdale, N J: Lawrence Erlbaum Associates. Marcel, A.J.(1983). Conscious and unconscious perception: An approachto the relations between ...

Phonological Awareness in Reading

In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.