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03753aam a2200409 a 4500 001 EF5E7AF2846411E18E1E30966AFF544E 003 SILO 005 20120412010049 008 110315s2012 maua b 001 0 eng 010 $a 2011010228 020 $a 0137072775 020 $a 9780137072774 035 $a (OCoLC)707726486 040 $a DLC $b eng $c DLC $d SILO $d BTCTA $d CDX $d BWX $d IUL $d I8H $d E4K $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LB1050.5 $b .L25 2012 082 00 $a 371.91/44 $2 22 100 1 $a Kamhi, Alan G., $d 1950- 245 1 $a Language and reading disabilities / $c Alan G. Kamhi, Hugh W. Catts. 250 $a 3rd ed. 260 $a Boston : $b Pearson, $c c2012. 300 $a xvi, 303 p. : $b ill. ; $c 24 cm. 500 $a Rev. ed. of: Language and reading disabilities : Boston : Pearson/A & B. 2nd ed. 2005. 504 $a Includes bibliographical references and index. 520 $a Now more than ever, increased attention has been given to students achieving adequate levels of reading proficiency. Maintaining its strong clinical and research basis, the third edition of Language and Reading Disabilities successfully keeps pace with the rapid changes in our knowledge about language and reading disabilities by providing readers with the most up-to-date advances in research and instruction in reading disabilities. This edition continues to cover a wide variety of theories by comparing and noting the similarities and differences between spoken and written language. This text is broad-based in its coverage of identification, assessment, and treatment of reading and writing disorders. 520 $a New to This Edition: A new chapter on reading comprehension (Chapter 6) addresses definitional issues that affect the way reading is assessed and taught. Additionally, a model of comprehension is presented to help readers develop appropriate measures of understanding. A new chapter on spelling (Chapter 8) covers the innovative 4-block model of spelling while also providing numerous suggestions to help readers assess and treat students with spelling difficulties. Updated and consolidated information on defining and classifying reading disabilities has been incorporated into a new, stand-alone chapter (Chapter 3). Expanded information about RTI and subgroups of poor readers has been added to Chapter 3. New topics include comprehension development (Chapter 2), RTI and subgroups of poor readers (Chapter 3), auditory processing deficits and poor comprehenders (Chapter 4), development of literate vocabulary and complex syntactic structures (Chapter 7), and cognitive linguistic skills in writing (Chapter 10). An updated Chapter 9 now includes additional instructions about how to write genre-specific texts. 520 $a This text explores the differences between spoken and written language, the basic factors in reading and language development, the stages of reading development, as well as how to define and classify reading disabilities and understand their clinical implications. Coverage includes how to assess phonemic awareness, word recognition, reading comprehension and the relationship between spelling and other literacy skills, and writing foundations and processes. 650 0 $a Reading disability $z United States. 650 0 $a Children $z United States $x Language. 650 0 $a Reading $x Remedial teaching $z United States. 650 0 $a English language $x Study and teaching $x Study and teaching $z United States. 700 1 $a Catts, Hugh W. $q (Hugh William), $d 1949- 700 1 $a Kamhi, Alan G., $d 1950- $t Language and reading disabilities. 941 $a 1 952 $l UNUX074 $d 20120412012035.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=EF5E7AF2846411E18E1E30966AFF544EInitiate Another SILO Locator Search