Author: James H. DugginsPublisher:
ISBN:
Category : Reading (Secondary)
Languages : en
Pages : 138
Book Description
Some Relationships Between Reading Achievement and Speech Sound Discrimination Ability
Author: James H. DugginsPublisher:
ISBN:
Category : Reading (Secondary)
Languages : en
Pages : 138
Book Description
An Investigation of the Relationship Between Auditory Discrimination Ability and Reading Achievement and Auditory Memory Ability and Reading Achievement
Author: Ann Louise KinnisonPublisher:
ISBN:
Category : Learning ability
Languages : en
Pages : 50
Book Description
The influence of auditory discrimination ability upon reading achievement
Author: Audrey Faye Robnett LittlePublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 136
Book Description
The Connection Between Mathematical and Reading Abilities and Disabilities
Author: Shelley ShaulPublisher: Frontiers Media SA
ISBN: 2889760545
Category : Science
Languages : en
Pages : 205
Book Description
An Investigation of the Relationship Between Auditory Discrimination and Reading Achievement in First Grade Children
Author: Daniel M. HovermanPublisher:
ISBN:
Category : Hearing disorders in children
Languages : en
Pages : 82
Book Description
The Journal of Experimental Education
Author: Research in Education
Author: The Dyslexia Debate Revisited
Author: Julian G. ElliottPublisher: Cambridge University Press
ISBN: 1316514447
Category : Education
Languages : en
Pages : 451
Book Description
Revisits debates surrounding dyslexia - highlighting current misunderstandings and offering a productive way forward.
The Psychology of Reading
Author: Mildred C. RobeckPublisher: Routledge
ISBN: 1351606875
Category : Psychology
Languages : en
Pages : 481
Book Description
The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book’s content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored. The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.
Author: