Phonological awareness, reading fluency, and strategy-based reading comprehension instruction for children with language learning disabilities: what does research show?
To be a proficient reader you must possess automatic word recognition and be able to comprehend what you read. Automatic word recognition is the ability to recognize words quickly and easily with little effort so that you can direct your attention to the literal and often inferential meanings that t...
| Publicado en: | Perspectives on Language Learning & Education Vol. 13; no. 1; pp. 17 - 23 |
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| Autor principal: | |
| Formato: | CEU exam questions Journal Article |
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American Speech-Language-Hearing Association
2006 Mar
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105180089&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105180089 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19407742 4W56 jtl: Perspectives on Language Learning & Education issn: 19407742 maglogo: N pubinfo: dt: 2006 Mar vid: 13 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105180089 105180089 2010632872 105180089 ppf: 17 ppct: 6 formats: tig: atl: Phonological awareness, reading fluency, and strategy-based reading comprehension instruction for children with language learning disabilities: what does research show? aug: au: Laing SP sug: subj: Language Processing In Infancy and Childhood Reading Speech Therapy In Infancy and Childhood Child Education, Continuing (Credit) Knowledge Evaluation Child: 6-12 years ab: To be a proficient reader you must possess automatic word recognition and be able to comprehend what you read. Automatic word recognition is the ability to recognize words quickly and easily with little effort so that you can direct your attention to the literal and often inferential meanings that the author is trying to convey. For many children, the road to proficient reading is fraught with obstacles. These barriers include difficulty with phonological awareness, developing fluency in word recognition, understanding the meaning of words and complex sentence structures, and using strategies to comprehend what is read. Typically developing children experience fewer roadblocks on the course to skilled reading and respond well to interventions designed to remove academic hurdles from their paths. Children with language and learning problems also benefit from instruction, but not always in the same way as children who are developing typically. Thus, interventions geared toward children with language and learning problems should be designed with their learning styles and needs in mind. This article reviews intervention practices associated with improvements in phonological awareness, reading fluency, reading comprehension, and the use of comprehension strategies for children with language learning impairments (LD). General guidelines from research evidence for the design of phonological awareness, reading fluency, and strategy-based comprehension instruction are followed by a detailed overview of two specific comprehension strategies approaches, explicit self-regulated strategy development (SRSD) within a TWA (think before, while and after reading) strategy, and graphic organizers. pubtype: Academic Journal doctype: CEU exam questions Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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