How do children learn to read ?
نویسنده
چکیده
Dr. Jonathan Beier, Lab for Early Social Cognition Dr. Naomi Feldman, Computational Psycholinguistics Dr. Yi Ting Huang, Language and Cognition Lab Dr. Jeffrey Lidz, Project on Children’s Language Learning Dr. Rochelle Newman, Language Development & Perception Lab Dr. Geetha Ramani, Early Childhood Interaction Lab Dr. Elizabeth Redcay, Developmental and Social Cognitive Neuroscience Lab Dr. Tracy Riggins, Neurocognitive Development Lab Dr. Meredith Rowe, Language Development and Parenting Lab Infant and Child Studies Labs We are always recruiting!
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Reading in People with Down syndrome: “visual route” or “phonological route”?
Abstract Background and Purpose: Many people with Down syndrome learn to read to some degree, but how they learn to read has been debated by researchers. Some researchers have argued that given the phonological deficits of people with Down syndrome and their stronger visual-spatial abilities, they rely on the “visual route” to learn to read, while others have shown that the “phonological ro...
متن کاملReading in people with Down syndrome: "Visual route" or "phonological route"?
Background and Purpose: Many people with Down syndrome learn to read to some degree, but how they learn to read has been debated by researchers. Some researchers have argued that given the phonological deficits of people with Down syndrome and their stronger visual-spatial abilities, they rely on the "visual route" to learn to read, while others have shown that the "phonological route" is also ...
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This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics ...
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Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage...
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This chapter describes a study of literacy learning in Deaf children who acquire American Sign Language (ASL) as a first language and learn to read and write English as a second language.1 Literacy can be defined beyond the basic tasks of reading and writing to include the strong connection between language learning and the individual’s thinking, identity, and community. This framework emphasiz...
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