Reading Learning Writing and Disorders Learning Writing and Disorders 1st Edition by Diane Thompson, Lidia Bushnell 1604566116 9781604566116

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ISBN 10: 1604566116

ISBN 13: 9781604566116

Author: Diane R. Thompson; Lidia E. Bushnell

Reading is the cognitive process of deriving meaning from written or printed text. Effective readers use decoding skills, use morpheme, semantics, syntax and context cues to identify the meaning of unknown words, and activate prior knowledge. This book presents the latest research in this field.

Reading Learning Writing and Disorders Learning Writing and Disorders 1st Table of contents:

Chapter 1: Event-Related Brain Potentials During a Visual Continuous Performance Task in Groups with Reading Disorder and ADHD

1.1 Abstract
1.2 Introduction

1.2.1 Diagnostic Criteria and Epidemiology of Reading Disabilities and ADHD

1.2.2 Event-Related Brain Potentials

1.3 Event-Related Brain Potentials

1.3.1 In Reading Disorders

1.3.2 In ADHD

1.3.3 Comparisons of ERP Findings in RD, ADHD, and Comorbid Groups

1.4 Method

1.4.1 Subjects

1.4.2 Procedure

1.4.3 Task

1.4.4 Recording

1.5 Data Analysis

1.5.1 Behavioral Data

1.5.2 ERP Data

Latency

Amplitude

Statistical Analysis

1.6 Results

1.6.1 Behavioral Results

1.6.2 ERP Results

Amplitude

P300 Amplitude

Intragroup Comparisons

Between-Group Comparisons

1.7 Discussion and Conclusion
1.8 Acknowledgments
1.9 References

Chapter 2: Reading at Risk: A Survey of Literary Reading in America

2.1 Summary
2.2 10 Key Findings
2.3 Introduction

2.3.1 Data Collection

2.3.2 Literature vs. Books

2.4 Literature Participation in 2002

2.4.1 Number of Books Read

2.4.2 Comparison with Other Activities

2.5 Factors in Literary Reading

2.5.1 Demographic and Geographic Factors

2.5.2 Impact of Television and Literacy

2.6 Trends in Literature Participation (1982–2002)

2.6.1 Changes in Participation

2.6.2 Factors Contributing to Changes

2.7 Summary and Conclusions
2.8 Appendices

2.8.1 Survey Background and Methodology

2.8.2 Data Collection

2.8.3 Variables and Regression Models

2.9 Endnotes and References

Chapter 3: Oral Reading Performance in a Japanese Dyslexic Boy

3.1 Abstract
3.2 Introduction
3.3 Japanese Writing System, Literacy, and Problems
3.4 Case Study: A Dyslexic Boy’s Oral Reading Performance

3.4.1 Reading Material and Analysis

3.4.2 Pauses, Repetition, and Mora Duration

3.5 Discussion
3.6 Conclusions
3.7 Acknowledgments
3.8 References

Chapter 4: Examining the Multidimensional Nature of Reading Fluency

4.1 Abstract
4.2 Introduction

4.2.1 Fluent Reading Ability: Definitions and Measurement

4.3 Components of Fluent Reading

4.3.1 Automaticity

4.3.2 Naming Speed

4.3.3 Reading Rate

4.4 Empirical Evidence and Brain Imaging
4.5 A New Model for Reading Fluency
4.6 Summary
4.7 References

Chapter 5: Reading Case Studies vs. Writing Them

5.1 Abstract
5.2 Course Description and Organization
5.3 Advantages and Disadvantages of Storytelling
5.4 Knowledge Building and Stories
5.5 Conclusion
5.6 References

Chapter 6: FMRI Evidence for Connectionist Model for Reading of Words and Pseudo-Words

6.1 Abstract
6.2 Introduction
6.3 Methods
6.4 Results
6.5 Discussion
6.6 Conclusion
6.7 References

Chapter 7: The Cognitive Self-Regulation Approach to Pre-Secondary Writing Instruction

7.1 Abstract
7.2 Introduction

7.2.1 Planning

7.2.2 Revision

7.3 Instruction Model and Effectiveness
7.4 Practical Implications
7.5 Acknowledgments
7.6 References

Chapter 8: Literacy Learning in Communities of Discourse

8.1 Abstract
8.2 Introduction
8.3 Fostering Communities of Learners (FCL)
8.4 Evaluating Program Success
8.5 Conclusion
8.6 References

Chapter 9: Characterization of Phonological Ability, Working Memory, Reading, and Writing in Learning Difficulties

9.1 General Considerations
9.2 Method
9.3 Results
9.4 Discussion
9.5 Conclusion
9.6 References

Chapter 10: Reading Errors in Young Adults with Vermis or Cerebellar Lesions

10.1 Abstract
10.2 Subjects and Methods
10.3 Results
10.4 Discussion
10.5 References

Chapter 11: Design of the Assessment of Learner Expertise in Reading

11.1 Model of Expertise
11.2 Schema-Based Task Pattern
11.3 Evidence
11.4 Index
11.5 Blank Page

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Diane Thompson,Lidia Bushnell,Reading,Learning