TITLE

Reading and the Special Learner

AUTHOR(S)
Moore, Sharon Arthur; Moore, David W.; Wilson, Barry J.
PUB. DATE
March 1990
SOURCE
Reading Teacher;Mar90, Vol. 43 Issue 7, p507
SOURCE TYPE
Academic Journal
DOC. TYPE
Book
ABSTRACT
Focuses on the book 'Reading and the Special Learner,' edited by Carolyn Hedley and John Hicks. Development of reading, writing and language abilities for the special learner; Theories for intervention in reading; Cognitive models that emphasize the strategic, developmental and social nature of reading.
ACCESSION #
10884299

 

Related Articles

  • The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence. Evans, Jeffrey J.; Floyd, Randy G.; McGrew, Kevin S.; Leforgee, Maria H. // School Psychology Review;2002, Vol. 31 Issue 2, p246 

    Abstract. This study examined the relations between the Cattell-Horn-Carroll (CHC) theory of cognitive abilities and reading achievement during childhood and adolescence. In a large, nationally representative sample including students 6 to 19 years of age, operational measures of CHC cognitive...

  • What do Children Do when they Fail to Count Phonemes? Gombert, Jean Emile // International Journal of Behavioral Development;Dec96, Vol. 19 Issue 4, p757 

    An analysis of children's responses in phoneme counting tasks provides a way of accessing their conception of the sm allest phonological unit. Thus, in order to understand the development of phonological awareness, the types of errors children make in these tasks were analysed. A group of 5- to...

  • Neighborhood effects in visual word recognition: Effects of letter delay and nonword context... Pugh, Kenneth R.; Rexer, Karl // Journal of Experimental Psychology. Learning, Memory & Cognition;May94, Vol. 20 Issue 3, p639 

    Provides experimental evidence for the psychological reality of the concept of neighborhood activation and tests the claim that letter positions yielding neighbors require greater processing than positions not yielding neighbors. Visual work recognition; Search models and activation models of...

  • Eight readers reading: The intertextual links of proficient readers reading multiple passages. Hartman, Douglas K. // Reading Research Quarterly;Jul-Sep95, Vol. 30 Issue 3, p520 

    Studies the intertextual links that eight able readers made as they read across five passages. Analysis of data through cognitive psychology, semiotic and literary theory; Intertextuality as a cognitive instruction; Types of intertextual links; Adoption of various discourse distance; Plurality...

  • Is anyone listening? Neilsen, Lorri // Reading Teacher;Mar91, Vol. 44 Issue 7, p494 

    Asserts the importance of professionals in the reading field to speak out. Also stresses the significance of understanding how gender and society influence voice. Looks at the responsibility teachers have, and different perspectives for men.

  • The contribution of general and specific cognitive abilities to reading achievement. Vanderwood, Michael L.; McGrew, Kevin S.; Flanagan, Dawn P.; Keith, Timothy Z. // Learning & Individual Differences;2001, Vol. 13 Issue 2, p159 

    Presents information on a study which analyzed the contribution of specific cognitive abilities to reading achievement at five developmental levels, using the standardization sample of the Woodcock-Johnson Psychoeducational Battery-Revised measure. Intelligence theories; Description of the...

  • Reading Can Make You Smarter! Cunningham, Anne; Stanovich, Keith // Principal;Nov/Dec2003, Vol. 83 Issue 2, p34 

    Discusses research findings which support the notion that reading enhances the vocabulary and cognitive skills of students. Vocabulary development; Benefits of reading.

  • Know the News.  // Weekly Reader News - Senior;11/10/2006, Vol. 85 Issue 10, p8 

    A reading comprehension quiz related to the articles featured within the issue is presented.

  • RELATION OF READING RATE AND RAPID AUTOMATIC NAMING AMONG THIRD GRADERS. Huff, Elisa; Sorenson, Jody; Dancer, Jess // Perceptual & Motor Skills;Dec2002, Vol. 95 Issue 3, p925 

    The relation of reading rate and rapid automatic naming (RAN) for pictures was investigated for 31 third graders. Reading rate was measured as the number of seconds required for reading aloud a third-grade passage. Rapid automatic naming was assessed with the RAN portion of the Woodcock Johnson...

Share

Read the Article

Other Topics