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E-mail Message: I thought you might be interested in this item at http://www.worldcat.org/oclc/37653068 Title: Word recognition in beginning literacy Author: Jamie L Metsala; Linnea C Ehri Publisher: Mahwah, N.J. : L. Erlbaum Associates, 1998. ISBN/ISSN: 0805828982 9780805828986 0805828990 9780805828993 OCLC:37653068

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Word recognition in beginning literacy

Author:	Jamie L Metsala; Linnea C Ehri
Publisher:	Mahwah, N.J. : L. Erlbaum Associates, 1998.
Edition/Format:	Book : EnglishView all editions and formats
Summary:	Bringing together reading and literacy experts from the fields of education and psychology, this volume examines the issues that impact early reading success and failure. It is intended for Read more...
Rating:	(not yet rated) 0 with reviews - Be the first.

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Additional Physical Format:	Online version: Word recognition in beginning literacy. Mahwah, N.J. : L. Erlbaum Associates, 1998 (OCoLC)607166461 Online version: Word recognition in beginning literacy. Mahwah, N.J. : L. Erlbaum Associates, 1998 (OCoLC)629676161
Document Type:	Book
All Authors / Contributors:	Jamie L Metsala; Linnea C Ehri Find more information about:
ISBN:	0805828982 9780805828986 0805828990 9780805828993
OCLC Number:	37653068
Description:	x, 403 p. : ill. ; 24 cm.
Contents:	Part 1 Basic Processes in Beginning Word Recognition: Grapheme-Phoneme Knowledge is Essential for Learning to Read Words in English, L.C. Ehri; The Role of Analogies in the Development of Word Recognition, U. Goswami; Issues Involved in Defining Phonological Awareness and its Relation to Early Reading, S.A. Stahl; Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations - Precursors to Phonemical Awareness and Early Reading Ability, L.J. Metsala and A.C. Walley; The Endpoint of Skilled Word Recognition - the ROAR Model, G.D.A. Brown. Part 2 Processes and Instruction for Disabled Readers: Phonological Processing Deficits and Reading Disabilities, L.S. Siegel; Consistency of Reading-Related Phonological Processes Throughout Early Childhood - Evidence for Longitudinal-Correlational and Instructional Studies, J.K. Torgesen and S. Burgess; Interactive Computer Support for Improving Phonological Skills, B.W. Wise et al; A Beginning Literacy Programme for At-Risk and delayed Readers, I. Gaskins. Part 3 Word Recognition in Context: The Impact of Print Exposure of Word Recognition, A.E. Cunningham and K.E. Stanovich; Home Experiences Related to the Development of Word Recognition, L. Baker et al; Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction, R. Treiman; Phonics and Phonemes - Learning to Decode and Spell in Literature-Based Programme, R. Calfee; Motivating Contexts for Young Children's Literacy Development - Implications for Word Recognition, D.H. Tracey and L.M. Morrow; Effective Beginning Literacy Instruction - Dialectical, Scaffolded and Contextualized, M. Pressley et al.
Responsibility:	edited by Jamie L. Metsala and Linnea C. Ehri.
More information:	Publisher description

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