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E-mail Message: I thought you might be interested in this item at http://www.worldcat.org/oclc/56942137 Title: Language development and learning to read : the scientific study of how language development affects reading skill Author: Diane McGuinness Publisher: Cambridge, Mass. : MIT Press, ©2005. ISBN/ISSN: 0262134527 9780262134521 0765805723 9780765805720 026263340X 9780262633406 OCLC:56942137

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Language development and learning to read : the scientific study of how language development affects reading skill

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Language development and learning to read : the scientific study of how language development affects reading skill

Author:	Diane McGuinness
Publisher:	Cambridge, Mass. : MIT Press, ©2005.
Edition/Format:	Book : EnglishView all editions and formats
Summary:	"Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. Read more...
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Material Type:	Internet resource
Document Type:	Book, Internet Resource
All Authors / Contributors:	Diane McGuinness Find more information about:
ISBN:	0262134527 9780262134521 0765805723 9780765805720 026263340X 9780262633406
OCLC Number:	56942137
Notes:	"A Bradford book."
Description:	x, 494 p. : ill. ; 24 cm.
Responsibility:	Diane McGuinness.

Abstract:

"Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cues come from other fields-developmental psychology, psycholinguistics, and the speech and hearing sciences-and provide a new perspective on which language functions matter most for reading and academic success." "McGuinness finds that research evidence from other disciplines does not support the phonological development theory, which has dominated reading research for thirty years, but finds a "tantalizing connection" between core language functions and reading success in longitudinal studies on the development of general language function. McGuinness's analysis of the evidence shows the urgent need for a shift in our thinking about how to achieve reading success. Book jacket."--BOOK JACKET.

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