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Dyslexia: Advances in Theory and Practice
A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigor, and should be readable by a wide audience.
Assessing Reading 1: Theory and Practice
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
Norwegian Perspectives on Education and Cultural Diversity
This collection of articles utilises thematic orientations, methodological approaches and data materials to give an insight into the opportunities and challenges that exist for education in society, in relation to the growing cultural and linguistic complexity that exists. It is written by researchers at Inland Norway University of Applied Sciences, in Norway, and while the book is anchored in a specific Norwegian educational, cultural and political context, it addresses issues that would be of interest to an international academic audience.
Dyslexia
Researchers have devoted considerable attention to how people learn to read, specifically how they recognise, pronounce, and understand printed words. These studies are helping to illuminate not only the normal process of learning to read but also the problems that may underlie dyslexia, a condition in which people are unable to acquire a high degree of reading skill despite adequate intelligence and training. When reading instruction begins, children (as well as adult learners) already possess large spoken-word vocabularies. Their initial task is to learn how these spoken words correspond to written alphabetic symbols. Impairments in this reading skill are often seen among children who have problems learning in school. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.
Sociolinguistica
None
Tekstblikk
148 s., hf., 1999. (TemaNord 1999 ; 585)
Schreiben im Blick
Schreiben im Blick untersucht schriftliche Formen der sprachlichen Tätigkeit aus dialogischer Perspektive. Als Grundlage für eine Konzeption von Schreiben wird ein dialogischer Sprachbegriff im Detail erarbeitet. Dieser bezieht sich auf das historische dialogische Paradigma in der sowjetischen Sprachpsychologie und Sprachwissenschaft (Jakubinskij, Vygotskij, Vološinov, Bachtin) und ergänzt das historische Vorbild um aktuelle anschlussfähige Ansätze. Im Zentrum der Überlegungen steht dabei Sprache im Sinne ihres Tätigkeitscharakters. Diese Perspektive ermöglicht einen dialogischen Zugang zur Spezi?k von Schreiben als schriftlich realisierter Form der sprachlichen Tätigkeit. Eine qua...
