000			04124cam a22003494a 4500
999			_c1845 _d1845
001			15142043
003			OSt
005			20190912125003.0
008			080110s2008 cau b 001 0 eng
010			_a 2008001229
020			_a9781597560900 (alk. paper)
020			_a1597560901 (alk. paper)
035			_a(DNLM)101463345
040			_aDNLM/DLC _cDLC _dDLC
042			_apcc
050	0	0	_aLB1050.5 _b.M325 2008
082	0	0	_a371.914 4 MAR _222
100	1		_aMarinac, Julie V.
245	1	0	_aPhonological core dyslexia in secondary school students / _cJulie V. Marinac.
260			_aSan Diego : _bPlural Pub., _c2008.
300			_axii, 170 p. ; _c26 ; _ccm.
504			_aIncludes bibliographical references (p. [155]-162) and index.
505			_aIntroduction 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	_aDyslexia.
650		0	_aHigh school students.
650		0	_aReading.
650		0	_aLiteracy.
856	4	1	_3Table of contents _uhttp://www.loc.gov/catdir/toc/fy0804/2008001229.html
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS