Language development and learning to read : the scientific study of how language development affects reading skill / Diane McGuinness.

Format:

Book

Author/Creator:

McGuinness, Diane, author.

Language:

English

Subjects (All):

Language acquisition--Research.

Language acquisition.

Reading--Research.

Reading.

Physical Description:

1 online resource (x, 494 pages) : illustrations

Other Title:

MIT Press CogNet.

Place of Publication:

Cambridge, Massachusetts : The MIT Press, [2005]

System Details:

text file

Summary:

Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cues come from other fields-developmental psychology, psycholinguistics, and the speech and hearing sciences-and provide a new perspective on which language functions matter most for reading and academic success.

McGuinness finds that research evidence from other disciplines does not support the phonological development theory, which has dominated reading research for thirty years, but finds a "tantalizing connection" between core language functions and reading success in longitudinal studies on the development of general language function. McGuinness's analysis of the evidence shows the urgent need for a shift in our thinking about how to achieve reading success.

Contents:

I The Theory that Phonological Awareness Develops 19

1 The Origin of the Theory of Phonological Development 21

2 Development of Receptive Language in the First Year of Life 43

3 Speech Perception After 3 59

4 Links: Auditory Analysis, Speech Production, and Phonological Awareness 81

5 Young Children's Analysis of Language 111

6 What Is Phoneme Awareness and Does It Matter? 127

II Expressive Language, Reading, and Academic Skills 151

7 The Development of Expressive Language 153

8 The Impact of General Language Skills on Reading and Academic Success 173

III Direct Tests of the Language-Reading Relationship 209

9 An Introduction to Reading Research: Some Pitfalls 211

10 Auditory and Speech Perception and Reading 227

11 Methodological Issues in Research on General Language and Reading 245

12 Vocabulary and Reading 263

13 Verbal Memory and Reading 283

14 Syntax and Reading 329

15 Naming Speed and Reading 359

16 Slow Readers: How Slow Is Slow? 391

17 Summary: What Do We Know for Sure? 409

Appendix 1 Methodological Problems in Studies / Tallal, et al. 427.

Notes:

"A Bradford book."

Includes bibliographical references (pages 447-477) and indexes.

Description based on print version record.

Other Format:

Print version: McGuinness, Diane. Language development and learning to read.

ISBN:

9780262279505

0262279509

Access Restriction:

Restricted for use by site license.