Rhyme and Reason in Reading and Spelling

The authors also investigate the relationship of this skill to children's learning difficulties. This is the first volume in the International Academy for Research in Learning Disabilities Monograph series.

Author: Lynette Bradley

Publisher:

ISBN: UOM:39015010243759

Category: Education

Page: 125

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Nursery rhymes have been told to children for centuries. Many people think that they are just meant to make children smile. However, preschool children's awareness of rhyme and alliteration has an important influence on their success in learning to read and to spell. In Rhyme and Reason in Reading and Spelling, the authors explore this causal hypothesis using a new research design of combining longitudinal methods with intervention, and they provide strong evidence to show that there is a positive relationship between recognizing similar sounds, as found in nursery rhymes, and learning to read and to spell. The authors also investigate the relationship of this skill to children's learning difficulties. This is the first volume in the International Academy for Research in Learning Disabilities Monograph series.

Children s Difficulties In Reading Spelling and Writing

References Boder, E., and jarrico, S. (1982) The Boder Test ofReading—Spelling Patterns, New York, Grune and Stratton. ... Bradley, L. and Bryant, P. (1985) Rhyme and Reason in Reading and Spelling, International Academy for Research in ...

Author: Peter Pumfrey

Publisher: Routledge

ISBN: 9781134078141

Category: Education

Page: 316

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First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Cross Language Studies of Learning to Read and Spell

Rhyme and reason in reading and spelling. Ann Arbor: The University of Michigan Press. Brügelmann,H.(1986). Leseund Schreibaufgaben für Schulanfänger [Reading and spelling tasks designed for firstgrade children].

Author: C.K. Leong

Publisher: Springer Science & Business Media

ISBN: 9789401711975

Category: Language Arts & Disciplines

Page: 428

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The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.

Spelling

Categorising sounds and learning to read: A causal connection, Nature 301: 419–521. Bradley, L. & Bryant, P.E. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI. University of Michigan Press, IARLD, Monograph No. 1.

Author: Rebecca Treiman

Publisher: Springer Science & Business Media

ISBN: 9789401730549

Category: Language Arts & Disciplines

Page: 206

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are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling.

Using the Brain to Spell

REASON IN RHYME Bradley and Bryant's Rhyme and Reason in Reading and Spelling (1985) definitely opened my eyes to other possibilities for fostering spelling improvement. Their study observed that a child's rhyming and alliterating ...

Author: Sally E. Burkhardt

Publisher: R&L Education

ISBN: 9781607096986

Category: Education

Page: 292

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"Now I have the tools with [this] book to make [my students] more confident and love the language."--Keith Bauman, honors English teacher, The Villages Charter High School, The Villages, Florida.

Phonological Skills and Learning to Read

Bradley, L. & Bryant, P.E. (1983). Categorising sounds and learning to read – a causal con- nection. Nature, 301, 419–521. Bradley L. & Bryant P.E. (1985). Rhyme and Reason in Reading and Spelling. I.A.R.L.D. Monographs No. 1.

Author: Usha Goswami

Publisher: Psychology Press

ISBN: 9781317441557

Category: Psychology

Page: 162

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In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

Learning to Spell

I have shown that reading and spelling processes are very closely related in skilled readers and spellers. However, this should not be construed to mean ... Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan ...

Author: Charles A. Perfetti

Publisher: Routledge

ISBN: 9781135691349

Category: Education

Page: 392

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This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.

Teaching and Learning

Words that rhyme often share spelling sequences as well (e.g., light, might, fight). ... There is some evidence that this kind of association plays an important part in learning to read. ... Rhyme and reason in reading and spelling.

Author: Charles Desforges

Publisher: John Wiley & Sons

ISBN: 9780470779781

Category: Psychology

Page: 288

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This is the first collection of key articles on the psychology behind educational attainment. It brings together in one volume for students a set of accessible but influential papers, representing the best classic and cutting edge work in the field.

Learning to Read and Write

children rapidly become good at spelling non - words and regular words ( to which alphabetic principles can be applied ) . However , errors in spelling morphologically regular words were ... Rhyme and Reason in Reading and Spelling .

Author: Margaret Harris

Publisher: Cambridge University Press

ISBN: 0521621844

Category: Psychology

Page: 252

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For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.

Teaching Spelling

Rhyme and reason in reading and spelling. Ann Arbor, MI: University of MichiganPress. Breslauer, A.H., Mack, J.D., and Wilson, W.K. (1976). A visualperceptual training program. Intervention in School andClinic,11,3: 321–334.

Author: Peter Westwood

Publisher: Routledge

ISBN: 9781317808961

Category: Education

Page: 76

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Teaching Spelling: Exploring commonsense strategies and best practices equips teachers with the vital knowledge and skills needed to help their students become proficient writers and spellers. Peter Westwood provides a very clear and concise account of the important skills and processes that underpin accurate spelling, and describes in very practical terms, many evidence-based strategies and methods that teachers can use to help all students become confident, capable and independent spellers. The book also addresses the purposes of various forms of assessment of spelling skills, to guide teaching and planning. Chapters in this accessible and timely text include: the importance of correct spelling visual, auditory and cognitive components of spelling ability general principles for planning instruction proven teaching strategies and methods word study as a teaching approach formal and informal assessment At the end of each chapter the author provides a list of online and print resources, thus enabling readers to extend their knowledge in the various topics. The extensive reference list is also an invaluable source of information on recent research and thinking on the topic of spelling instruction. Teaching Spelling: Exploring commonsense strategies and best practices is an essential resource for all those in teacher education and taking in-service courses.

Reading Acquisition Processes

( 1985 ) Rhyme and Reason in Reading and Spelling . Ann Arbor : University of Michigan Press . Brady , S. A. and Fowler , A. E. ( 1988 ) Phonological precursors to reading acquisition . In R. Masland and M. Masland ( eds ) Preschool ...

Author: George Brian Thompson

Publisher: Multilingual Matters

ISBN: 1853591939

Category: Education

Page: 156

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Presents the latest findings and theoretical frameworks on what actually happens when people learn to recognize printed words. Among the topics are phonological recoding, identifying meaning, the context the text provides, approaches to teaching, and the relation between reading acquisition and language development. Annotation copyright by Book News, Inc., Portland, OR

Handbook of Reading Research Volume III

Categorizing sounds and learning to read: A causal connection. Nature, 30, 419–421. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. International Academy for Research in Learning Disabilities Monograph Series ...

Author: Michael L. Kamil

Publisher: Routledge

ISBN: 9781351779586

Category: Education

Page: 1024

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In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

Reading Disabilities

Qualitative and quantitative differences among dyslexic, normal, and nondyslexic poor readers. ... ADD students with and without dyslexia differ in sensitivity to rhyme and alliteration. ... Rhyme and reason in reading and spelling.

Author: R.M. Joshi

Publisher: Springer Science & Business Media

ISBN: 9789401119887

Category: Language Arts & Disciplines

Page: 344

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The present volume is based on the proceedings of the Advanced Study Institute (ASI) sponsored by the North Atlantic Treaty Organization (NATO). The Institute was conducted at the beautiful Chateau de Bonas, near Toulouse, France in October, 1991. A number of scholars from different countries participated in the two-week institute on differential diagnosis and treatments of reading and writing problems. The accepted papers for this volume are divided into three sections: (a) Differential diagnosis of reading disabilities; (b) Access to language-related component processes; and (c) Reading/spelling strategies. The other papers appear in a companion volume: Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives, also coedited by Joshi and Leong and published by Kluwer Academic Publishers. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are due to: the Scientific Affairs Division of NATO for providing the major portion of the financial support; Dr. L. V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their help and support of the various aspects of the institute; Mr. Charles Stockman and the entire staff of the Chateau de Bonas for making our stay a pleasant one by helping us to run the Institute smoothly. We also wish to thank our reviewers and the following people for other assistance: Christi Martin, and Xi-wu Fang.

Word Recognition in Beginning Literacy

Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press. Brown, A. S. (1988). Encountering misspellings and spelling performance: Why wrong isn't right. Journal of Educational Psychology, 80, 488—494.

Author: Jamie L. Metsala

Publisher: Routledge

ISBN: 9781135680077

Category: Education

Page: 416

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This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

Phonological Processes in Literacy

Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421. Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. Michigan: University of Michigan Press. Bradley, L., Maclean, M., ...

Author: Susan A. Brady

Publisher: Routledge

ISBN: 9781135435820

Category: Education

Page: 296

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This impressive volume contains the edited proceedings of a symposium held in honor of Isabelle Y. Liberman, whose teaching and writings laid the foundation for contemporary views of reading disability. Her work has influenced ways of thinking about the nature of the problem and ways of working with children and adults who experience unusual difficulty in learning to read. The symposium covered four themes that were central to Dr. Liberman's research on reading acquisition and disability: the development of phonological awareness, the relationship between phonological awareness and success in learning to read and write, the investigation of other phonological processes associated with reading and writing performance, and the implications of current research on these matters for reading instruction. The text includes a paper on each topic, followed by commentaries which introduce additional research findings and theoretical considerations -- all by leading researchers in the field.

Basic Functions of Language Reading and Reading Disability

Difficulties in auditory organization as a possible cause of reading backwardness . Nature , 271 , 285-298 . Bradley , L. , & Bryant , P. E. ( 1985 ) . Rhyme and reason in reading and spelling . I.A.R.L.D. Monographs 1. Ann Arbor .

Author: Evelin Witruk

Publisher: Springer Science & Business Media

ISBN: 1402070276

Category: Language Arts & Disciplines

Page: 375

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The present book contains selected contributions from the international conference "Basic Mechanisms of Language and Language Disorders". This conference was held in Leipzig in September 1999, and was organized by the Department of Psychology at the University of Leipzig in collaboration with the Max-Planck Institute of Cognitive Neuroscience, and the Max-Planck-Institute for Evolutionary Anthropology. It was held to commemorate the 120th anniversary of the foundation of the world's first institute of experimental psychology by Wilhelm Wundt in Leipzig. This edition examines new results from different fields of psychology and neuro psychology of language, reading, and reading disability. The presented book focuses on the following main topics: • BASIC FUNCTIONS OF LANGUAGE ACQUISITION AND LANGUAGE COMPREHENSION • BASIC FUNCTIONS OF READING • BASIC FUNCTIONS OF READING DISABILITY The title "Basic Functions of Language, Reading and Reading disability" expresses the interdisciplinary character of the book. It aims not only at bringing together different theoretical approaches, but also at connecting these approaches with applied work. Since it is necessary to understand basic functions of language and reading in order to understand reading disability, the present book strives to foster a scientific exchange, and to promote the emergence of synergy effects between the different fields.

Foundations of Reading Acquisition and Dyslexia

Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press. Brady, 5., Fowler, A., Stone, B., 8: Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children.

Author: Benita A. Blachman

Publisher: Routledge

ISBN: 9781135689520

Category: Education

Page: 488

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The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

Reading Writing Connections

Rhyme and reason in reading and spelling. IARLD. Monographs N°. 1. Ann Arbor: University of Michigan Press. Bransford, J. D. (1979). Human cognition: Learning, understanding and remembering. Belmont, CA: Wadsworth Publishing.

Author: Rui A. Alves

Publisher: Springer Nature

ISBN: 9783030388119

Category: Education

Page: 317

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This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.

Advances in Child Development and Behavior

Nature, 271, 746—747. Bradley, L. L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connexion. Nature, 301, 419, Bradley, L. L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. Ann Arbor.

Author:

Publisher: Academic Press

ISBN: 0080565964

Category: Psychology

Page: 317

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Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles and a place for the publication of scholarly speculation. In these documented critical reviews, recent advances in the field are summarized and integrated, complexities are exposed, and fresh viewpoints are offered. The serial should be useful to experts it the area as well as graduate students. Each volume of Advances in Child Development and Behavior contains an index, and each chapter includes references.