Margaret J. Snowling Pořadí knih (chronologicky)

Focusing on developmental disorders, this comprehensive text presents the latest research and insights into both typical and atypical development. It features clinical case studies and diagrams that clarify complex concepts, making it accessible to readers. The engaging writing style ensures that intricate topics are conveyed in an understandable manner, catering to both professionals and those new to the subject.

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language.

Bringing together practice in the areas of multisensory teaching, whole language and phonological awareness training, this text offers a structured programme that integrates skills teaching into real reading and writing. Although it is intended as a teacher-friendly hands on approach, it is rooted in recent research into the development of reading and writing, and the causes of literacy difficulties. The authors use the model of reading set out by Marilyn Jager Adams in her book Beginning to Read as the framework for their integrated approach. They also draw from work that connects literacy and language difficulties, and that seeks common ground with communication therapists and speech scientists.