Reading Development and Difficulties: An Introduction: 8 (BPS Textbooks in Psychology)

Cain, Kate

ISBN 10: 1405151552 / ISBN 13: 9781405151559

Verlag: BPS Blackwell, 2010

Beschreibung

Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.

Bestandsnummer des Verkäufers wbs8993671794

Bibliografische Details

• Titel: Reading Development and Difficulties: An Introduction: 8 (BPS Textbooks in Psychology)
• Verlag: BPS Blackwell
• Erscheinungsjahr: 2010
• Sprache: Englisch
• ISBN-10: 1405151552
• ISBN-13: 9781405151559
• Einband: Softcover
• Zustand: Good

Über diesen Titel

Inhaltsangabe

This accessible text brings together research on word reading and comprehension development, which are often treated separately, and provides a comprehensive and detailed introductory text to reading development and difficulties.

Key features include:

• 
  
• An introduction to the important issues in reading research and the skills involved in reading words and understanding text, from the point of view of both a beginner and a skilled reader
  
• A consideration of the similarities and differences between written and spoken language, and the advantages and disadvantages of different methodological approaches
  
• An examination of how failures in reading comprehension skills can create difficulties and disorders
  
• A consideration of the implications of this research for the teaching of reading and the diagnosis and treatment of reading difficulties

This text will be useful to many different groups of readers, not only researchers and students in psychology but also those who work in more applied settings, such as students in education and speech and language therapy, who may have a limited background knowledge of the psychology of reading.

Über die Autorin bzw. den Autor

Kate Cain, D.Phil., is a Reader in the Department of Psychology at Lancaster University. Her research focuses on the development of language comprehension in children and she has a particular interest in the cognitive and language-related skill deficits that lead to comprehension problems. To date, she has published widely on language and reading development in journals such as Journal of Educational Psychology, Journal of Experimental Child Psychology, and Journal of Speech, Language, and Hearing Research, and has written 15 book chapters and co-edited Children's Comprehension Problems in Oral and Written Language: a Cognitive Perspective (with Jane Oakhill, 2007). She is Associate Editor for the International Journal of Language and Communication Disorders and the Journal of Research in Reading.