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Phonological core dyslexia in secondary school students / (Record no. 1845)

MARC details
000 -LEADER
fixed length control field	04124cam a22003494a 4500
001 - CONTROL NUMBER
control field	15142043
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190912125003.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	080110s2008 cau b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2008001229
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781597560900 (alk. paper)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	1597560901 (alk. paper)
035 ## - SYSTEM CONTROL NUMBER
System control number	(DNLM)101463345
040 ## - CATALOGING SOURCE
Original cataloging agency	DNLM/DLC
Transcribing agency	DLC
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LB1050.5
Item number	.M325 2008
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.914 4 MAR
Edition number	22
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Marinac, Julie V.
245 10 - TITLE STATEMENT
Title	Phonological core dyslexia in secondary school students /
Statement of responsibility, etc.	Julie V. Marinac.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	San Diego :
Name of publisher, distributor, etc.	Plural Pub.,
Date of publication, distribution, etc.	2008.
300 ## - PHYSICAL DESCRIPTION
Extent	xii, 170 p. ;
Dimensions	26 ;
--	cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (p. [155]-162) and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Introduction Chapter One: Defining Dyslexia Sub-types of Dyslexia Visual Perceptual Dyslexia Surface Dyslexia Deep or Phonological Dyslexia Phonological Awareness Phonological Core Dyslexia Secondary school students Phonological Core Dyslexia defined Compensated dyslexia The Process of Reading and Writing Summary Chapter two: Characteristics And Presentation Causality Physiological Evidence Genetic / Familial Factors Environmental Influences Language Environment Learning Environment Definitions and terminology: phonetics, phonemes, phonology and phonics Language and literacy learning paradigms Literacy Environment Students with PCD in the secondary school classroom Characteristics and effects noted in the literature Characteristics and effects noted by classroom teachers Characteristics and effects reported by secondary school students Summary Chapter Three: Identifying and Assessing PCD Summary Chapter Four: Screening For PCD in the Classroom Part A Task 1 Part A Task 2 . Part A Task 3 Part A Task 4A Part A Task 4B . Selecting an assessment tool . Skills to be assessed . The QUIL CTOPP . LAC-3 TAPS-3 Summary: Frequently Asked Questions Chapter Five: Intervention for Phonological Awareness Disorder Early intervention for Phonological Awareness difficulties Additional intervention elements from the literature Information from students and teachers Auditory Memory Deficits Phonological Awareness / Phonological Processing Deficits Metalinguistic Deficits General Deficits Summary Chapter Six: Intervention for Phonological Core Dyslexia Service delivery agents and student cohorts Educate, Remediate, and Accommodate Educate Remediate Accommodate PATHS - S: Service delivery issues PATHS - S: Areas of intervention Interhemispheric transfer Learning styles and multiple intelligences Letter-sound correlation Auditory memory skills Metalinguistic knowledge Written language skill instruction Filling in the gaps Summary Chapter Seven: Classroom-Based Intervention for PCD The model for the restructure The classroom programme - an overview Phonological Awareness, encoding and decoding for literacy learning Metacognitive skills for literacy learning Summary Chapter Eight: PCD and Intervention: Evidence and Implications Evidence from the literature Preliminary research studies: Identification and intervention Study 1:- Screening for PA using PATHS-CII Study 2:- Evidence from a pair-wise, controlled study of academic results Study 3: Post PATHS-Support feedback data from students General comments: PCD: Evidence from the three teachers Reflective Essay 1: Learning Support Aide Reflective Essay 2: Learning Support Co-ordinator Reflective Essay 3: Classroom Teacher PCD: Evidence from some students Student Reflection One Student Reflection Two Student Reflection Three Student Reflection Four Additional Student Comments Additional implications for students and educators Future directions Summary: 10 Essential Questions References // Index //
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Dyslexia.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	High school students.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Reading.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Literacy.
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified	Table of contents
Uniform Resource Identifier	<a href="http://www.loc.gov/catdir/toc/fy0804/2008001229.html">http://www.loc.gov/catdir/toc/fy0804/2008001229.html</a>
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Dewey Decimal Classification			23/2	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	12/09/2019		371.914 4 MAR	15989	12/09/2019	12/09/2019	Stack text books