TY  - BOOK
AU  - Aram,Dorothy M.
AU  - Beck,Isabel
AU  - Catts,Hugh W.
AU  - Connell,Phil J.
AU  - Deutsch,Werner
AU  - Ehri,Linnea C.
AU  - Ellis,Nick
AU  - Franks,Steven L.
AU  - Georgi,Mara C.
AU  - Grimm,Hannelore
AU  - Jansen,Heiner
AU  - Mannhaupt,Gerd
AU  - Marx,Harald
AU  - Menyuk,Paula
AU  - Naremore,Rita C.
AU  - Näslund,Jan Carol
AU  - Perfetti,Charles A.
AU  - Rice,Mabel L.
AU  - Scheerer-Neumann,Gerheid
AU  - Schneider,Wolfgang
AU  - Shatz,Marilyn
AU  - Skowronek,Helmut
AU  - Stanovich,Keith E.
AU  - Stone,C.Addison
AU  - Weinert,Sabine
AU  - Weismer,Susan Ellis
AU  - Wimmer,Heinz
TI  - Language acquisition problems and reading disorders: Aspects of diagnosis and intervention 
T2  - Prävention und Intervention im Kindes- und Jugendalter : Ein interdisziplinäres Projekt der Universität Bielefeld
SN  - 9783110141207
AV  - RJ496.L35 L348 1993eb
U1  - 618.92/855 20
PY  - 2011///]
CY  - Berlin, Boston : 
PB  - De Gruyter, 
KW  - Dyslexia
KW  - Congresses
KW  - Language disorders in children
KW  - Bielefeld ‹1991›
KW  - Dyslexie
KW  - Dysphasie
KW  - Kind
KW  - Kongress
KW  - SOCIAL SCIENCE / Sociology / General
KW  - bisacsh
N1  - I-XII --; Part 1: Deficits in children with specific language impairment (developmental dysphasia) --; Metalinguistic difficulties in children with specific language impairment: Implications for diagnosis and intervention --; Syntax and morphological difficulties in Germanspeaking children with specific language impairment: Implications for diagnosis and intervention --; Commentary on Menyuk and Grimm: How well do we understand specific language impairment? --; Perceptual and cognitive deficits in children with specific language impairment: Implications for diagnosis and intervention --; Commentary on Ellis Weismer: How specific is specific language impairment? Some comments by a relative outsider --; Social consequences of specific language impairment --; Commentary on Rice: What do we know about the sequelae of socioemotional and cognitive consequences of specific language impairment? --; Specific language impairment as a problem of accessing language knowledge --; Commentary on Connell, Franks and Stone: A context and some implications --; The relationship between speech-language impairments and reading disabilities --; Commentary on Catts: How to characterize continuity between preschool language disorders and reading disorders at school age --; Part 2: Disorders of written language (developmental dyslexia) --; Implications of the Pittsburgh Study for issues of risk --; Commentary on Perfetti, Georgi and Beck: Children without phonemic awareness before learning to read. Are they at risk? --; Prediction of difficulties in reading and spelling on the basis of the Bielefeld Screening --; Commentary on Marx, Jansen, Mannhaupt and Skowronek: The Bielefeld Screening Battery to predict reading and spelling difficulties --; Two small longitudinal studies: I. Developmental dyslexia II. Early reading development --; Commentary on Ellis: Two conceptually-rich longitudinal studies --; Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies --; Interventions in developmental reading and spelling disorders --; Commentary on Scheerer-Neumann: Organizing the literature on interventions for reading and writing disabilities; restricted access; Issued also in print
UR  - https://doi.org/10.1515/9783110879575
UR  - https://www.degruyter.com/isbn/9783110879575
UR  - https://www.degruyter.com/document/cover/isbn/9783110879575/original
ER  -