000			02863nam a2200349 a 4500
005			20250918170656.0
008			120925s2011 nyua b 001 0 eng
020			_a9781848729360 (hbk.) _cRM258.38
039		9	_a201304231429 _bzabidah _c201304121655 _dmazarita _y09-25-2012 _zmazarita
040			_aDLC _cDLC _dDLC _dUKM
090			_aLB1050.5.E97
090			_aLB1050.5 _b.E97
245	0	0	_aExplaining individual differences in reading : _btheory and evidence / _cedited by Susan A. Brady, David Braze, Carol A. Fowler.
260			_aNew York : _bPsychology Press, _c2011.
300			_axxxiii, 257 p. : _bill. ; _c24 cm.
490	0		_aNew directions in communication disorders research.
504			_aIncludes bibliographical references and indexes.
520			_a'Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading'-- Provided by publisher.
650		0	_aReading disability.
650		0	_aReading _xPhysiological aspects.
650		0	_aPhonology.
700	1		_aBrady, Susan A.
700	1		_aBraze, David.
700	1		_aFowler, Carol A.
907			_a.b15481906 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLB1050.5.E97
914			_avtls003513652
990			_aza
991			_aFakulti Sains Sosial dan Kemanusiaan
998			_at _b2012-12-09 _cm _da _feng _gnyu _y0 _z.b15481906
999			_c531346 _d531346