Language and Reading Disabilities

by Catts, Hugh W.; Kamhi, Alan G.

• ISBN13: 9780205444175
• ISBN10: 0205444172
• Edition: 2nd
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

Summary

Written by leading experts in the field, Language and Reading Disabilities, Second Edition,is the most up-to-date book on the nature and treatment of reading disabilities. Increased evidence has continued to mount in support of the language basis of reading disabilities and much has been learned in the past decade about how children learn to read. With a strong clinical and research basis, the book provides a broad perspective of language problems associated with reading disabilities. It includes the latest theories of reading development, causes of reading disabilities, developmental changes in reading disabilities, and theoretically-motivated research to improve phonological processing, decoding, comprehension, writing, and spelling abilities. The book compares spoken and written language and notes similarities and differences. The acquisition of reading and reading-related language abilities are discussed. In the second half of the book, recognized experts in the areas of assessment and remediation of reading and writing disorders discuss the identification, assessment, and treatment of reading and writing disorders.

Table of Contents

Preface	p. xi
Acknowledgments	p. xiii
Contributors and Affiliations	p. xv
Language and Reading: Convergences and Divergences	p. 1
Defining Language	p. 1
Phonology	p. 2
Semantics	p. 2
Morphology	p. 2
Syntax	p. 3
Pragmatics	p. 3
Defining Reading	p. 3
Models of Spoken and Written Language Comprehension	p. 4
Comprehending Spoken and Written Language	p. 5
Perceptual Analyses	p. 5
Word Recognition	p. 7
Discourse-Level Processes	p. 10
Differences between Spoken and Written Language	p. 16
Physical Differences	p. 17
Situational Differences	p. 18
Functional Differences	p. 18
Form Differences	p. 19
Vocabulary Differences	p. 20
Grammatical Differences	p. 21
Processing Differences	p. 21
Basic Factors in Reading and Language Development	p. 22
Summary	p. 23
References	p. 23
Reading Development	p. 26
Emergent Literacy Period (Birth-Kindergarten)	p. 27
Joint Book Reading	p. 27
Learning about Print	p. 30
Summary	p. 32
The Development of Word Recognition Skills	p. 32
Logographic Stage	p. 33
Alphabetic Stage	p. 33
Orthographic Stage and Automatic Word Recognition	p. 35
Problems with Stage Theories of Word Recognition	p. 37
The Self-Teaching Hypothesis	p. 37
The Development of Reading Comprehension	p. 41
Alternative Views of Comprehension	p. 44
Summary	p. 46
References	p. 47
Defining Reading Disabilities	p. 50
Historical Basis of Reading Disabilities	p. 50
Early Reports	p. 51
Orton	p. 52
Johnson and Myklebust	p. 53
The Modern Era	p. 53
Terminology	p. 54
Prevalence	p. 55
Gender Differences	p. 56
Defining Reading Disability	p. 57
Exclusionary Factors	p. 58
IDA Definition	p. 62
Other Language-Based Reading Disabilities	p. 66
Summary	p. 67
References	p. 67
Classification of Reading Disabilities	p. 72
Subtypes Based on Comprehension versus Word Recognition Problems	p. 73
Classification Studies	p. 77
Subtypes Based on Nature of Word Recognition Deficits	p. 78
Reading Styles	p. 78
Dysphonetic, Dyseidetic, and Alexic Subgroups	p. 79
Deep, Phonological, and Surface Dyslexia	p. 80
Heterogeneity without Clustsers	p. 80
Hard versus Soft Subtypes	p. 82
Rate-Disabled versus Accuracy-Disabled Readers	p. 84
Combining Subtypes in Research and Practice	p. 86
Clinical Implications	p. 87
References	p. 89
Causes of Reading Disabilities	p. 94
Extrinsic Causes of Reading Disabilities	p. 94
Early Literacy Experience	p. 95
Reading Instruction	p. 95
Matthew Effects	p. 97
Intrinsic Causes of Reading Disabilities	p. 97
Genetic Basis	p. 98
Neurological Basis	p. 99
Visual-Based Deficits	p. 102
Auditory Processing Deficits	p. 106
Attention-Based Deficits	p. 107
Language-Based Deficits	p. 108
References	p. 116
Assessment and Instruction for Phonemic Awareness and Word Recognition Skills	p. 127
Assessment of and Instruction in Phonemic Awareness	p. 127
The Importance of Phonemic Awareness in Learning to Read	p. 128
Purposes for Assessment of Phonemic Awareness	p. 130
Procedures and Measures Used to Assess Phonemic Awareness	p. 131
Instruction in Phonemic Awareness	p. 132
Procedures and Materials to Stimulate Growth of Phonemic Awareness	p. 137
Assessment of and Instruction in Word Recognition	p. 139
Issues in the Assessment of Word Recognition	p. 141
Commonly Used Measures of Word Recognition Ability	p. 142
Instruction in Word Recognition	p. 144
Issues for Future Research and Development	p. 150
References	p. 151
Assessing and Remediating Text Comprehension Problems	p. 157
Comprehending Narrative and Expository Texts	p. 159
Information Used in Text Comprehension	p. 159
Narrative and Expository Variations in Text Grammars and Schema Content	p. 161
Metacognitive Processing in Text Comprehension	p. 165
Assessing Language and Cognitive Skills for Text Comprehension	p. 167
Assessing Literate Language Style	p. 168
Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata	p. 169
Assessing Metacognition	p. 182
Facilitating Text Comprehension	p. 190
Developing a Literature Language Style	p. 191
Developing Narrative Schema Knowledge	p. 197
Facilitating Metacognition	p. 212
Summary	p. 222
References	p. 222
Appendix	p. 229
Children's Materials	p. 229
Cinderella Stories	p. 231
Learning to Write	p. 233
A Framework for Writing	p. 234
Context and Purpose: Where, for Whom, and Why?	p. 235
Linguistic Form	p. 235
The Process of Writing	p. 236
Writing in the Future	p. 239
Learning to Write: Transcription	p. 240
Handwriting	p. 240
Spelling	p. 241
Learning to Write: Composing	p. 244
Emergent Writing, Age 4 to 6 Years	p. 244
Conventional Writing: The Early School Years	p. 246
Learning the Genres of School Writing	p. 249
Writing Standards and Assessments in Schools	p. 252
Learning the Grammar of Writing	p. 254
Learning the Process of Writing	p. 260
Gender Differences in Writing Development	p. 262
Writing Problems of Children and Adolescents with Reading Disabilities	p. 263
Product-Oriented Research	p. 264
Process-Oriented Research	p. 265
Summary	p. 267
References	p. 268
The Right Stuff for Writing: Assessing and Facilitating Written Language	p. 274
Assessing Student Writers	p. 276
A Framework for Writing	p. 276
Types of Writing Assessments	p. 278
Scoring Systems	p. 280
Developmental Rubrics	p. 282
Metacognitive Awareness	p. 303
Facilitating Writing	p. 304
Facilitating Skills and Knowledge	p. 308
Facilitating Self-Regulatory Writing Strategies	p. 323
Summary	p. 329
Appendixes
Example Writing Prompts	p. 332
Portfolio Writing Assessment	p. 333
Analytic Scoring Guidelines	p. 334
Analytic Scoring Guide for Informational Writing	p. 335
Predicate Transformations Reflecting Landscape of Consciousness	p. 336
Coding Chart for Writing Interview	p. 338
The Three Little Peccaries and the Big Bad Jaguar	p. 340
References	p. 341
Computer Programs	p. 345
Index	p. 349
Table of Contents provided by Rittenhouse. All Rights Reserved.