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III: Word Recognition in Context
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III: Word Recognition in Context
by Linnea C. Ehri, Jamie L. Metsala
Word Recognition in Beginning Literacy
Cover
Halftitle
Title
Copyright
Contents
Preface
I: Basic Processes in Beginning Word Recognition
1. Grapheme–Phoneme Knowledge is Essential for Learning to Read Words in English
2. The Role of Analogies in the Development of Word Recognition
3. Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading
4. Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability
5. The Endpoint of Skilled Word Recognition: The ROAR Model
II: Processes and Instruction for Disabled Readers
6. Phonological Processing Deficits and Reading Disabilities
7. Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal–Correlational and Instructional Studies
8. Interactive Computer Support for Improving Phonological Skills
9. A Beginning Literacy Program for At-Risk and Delayed Readers
III: Word Recognition in Context
10. The Impact of Print Exposure on Word Recognition
11. Home Experiences Related to the Development of Word Recognition
12. Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction
13. Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program
14. Motivating Contexts for Young Children’s Literacy Development: Implications for Word Recognition
15. Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized
Author Index
Subject Index
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9. A Beginning Literacy Program for At-Risk and Delayed Readers
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10. The Impact of Print Exposure on Word Recognition
III
WORD RECOGNITION IN
CONTEXT
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