Predicting, Explaining, and Preventing Children's Reading Difficulties
| Autor: | Hugh W. Catts, Hollis S. Scarborough, Peggy McCardle |
|---|---|
| Rok vydání: | 2001 |
| Předmět: |
Early childhood education
Health (social science) media_common.quotation_subject Education theory education Psychological intervention Primary education Research findings Education Developmental psychology Reading (process) Learning disability Developmental and Educational Psychology medicine Difficulty learning medicine.symptom Psychology media_common |
| Zdroj: | Learning Disabilities Research and Practice. 16:230-239 |
| ISSN: | 1540-5826 0938-8982 |
| DOI: | 10.1111/0938-8982.00023 |
| Popis: | Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|