Beschreibung
From August 19-23 1996 an international expert meeting on problems and interventions in literacy development took place in Amsterdam. The meeting was organized by Pieter Reitsma (Paedologisch Instituut - Vrije Universiteit Amsterdam) and Ludo Verhoeven (University of Nijmegen), and funded by the Dutch National Science Foundation. Various experts in the field of literacy problems from 12 countries attended the meeting while presenting a paper based on current peESpectives and recent research. A selection of the papers being presented is now integrated into a single academic reference, after being edited and updated. The editors wish to thank all contributors to this volume for redrafting their original papers. The present volume aims to integrate recent research in field of literacy problems and interventions into a single academic reference. The volume will capture the state of the art in the rapidly expanding field of literacy problems and interventions. The target group of readers of this volume includes researchers and graduate students in language and literacy development. Moreover, the book is of interest for practitioners working in the field of literacy problems. Pieter Reitsma and Ludo Verhoeven vii LIST OF CONTRIBUTORS Peter Afflerbach - University of Maryland, 2304C Benjamin Building, College Park MD 20742, USA Jesus Alegria - Universite Libre de Bruxelles, LAPSE CP 191, Avenue F. Roosevelt 50, B-1050 Bruxelles, Belgium Elisabeth Arnbak - Department of General & Applied Linguistics, Njalsgade 80, DK-2300 Copenhagen, Denmark Janwillem Bast - Paedologisch Instituut-VU Amsterdam, Postbus 303, 1115 ZG Duivendrecht, The Netherlands.
Autorenporträt
InhaltsangabePreface. Introduction. Problems in Literacy Acquisition and Interventions; P. Reitsma, L. Verhoeven. Part 1: Literacy Development. Two Basic Questions About Reading and Learning to Read; C.A. Perfetti. General and Specific Abilities as Predictors of Reading Achievement; P. de Jong, A. van der Leij. Preschool Oral Language Competence and Literacy Development; B. Hagtvet. Phonemically Aware in a Hop, Skip, and a Jump; R. Wesseling, P. Reitsma. The Simple View of Reading: A Developmental Perspective; J. Bast, P. Reitsma. Part 2: Problems in Literacy Development. Language Processing and Schooling in European Portugese; I. Gomez, S.L. Castro. Reading-Listening Discrepancy Definitions of Dyslexia; C. Elbro. Phonological Skills and Literacy Acquisition in German; H. Mayringer, et al. Methods to Establish Subtypes of Developmental Dyslexia; N. Genard, et al. Problems in Text Comprehension: Current Perspectives and Recent Research; J. Oakhill, K. Cain. Reading Comprehension Problems in Second Language Learners; M. Droop, L. Verhoeven. Part 3: Training Metalinguistic Awareness. Fostering Metalinguistic Awareness During Storybook Reading; L. Laurinen. Training of Phonological Awareness and Letter Knowledge in Children-at-Risk; E. Roth, W. Schneider. Training of Phonological Awareness vs Inductive Reasoning in Kindergarten; P. Kuespert, W. Schneider. The Effects of a Flash Card Training Program on Normal and Poor Readers' Phonological Decoding Skills; H. Wentink, et al. Teaching Morphological Awareness to Dyslexic Students; E. Arnbak, C. Elbro. Part 4: Interventions at the Word Level and Beyond. Reading Disabilities and Cognitive Competence; A. van der Leij. The Ecology of Spelling Instruction: Effective Training in First Grade; M. van Leerdam, et al. Effects of Reading and Spelling Practices on Reading Skill; M. Coenen, et al. Promoting Reading Skills in a Computer-Based Training Program; E. Poskiparta, et al. Helping Students Become Constructively Responsive Readers; P. Afflerbach. Author Index. Subject Index.
