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Language acquisition problems and reading disorders : Aspects of diagnosis and intervention / ed. by Hannelore Grimm, Helmut Skowronek.

Contributor(s): Material type: TextTextSeries: Prävention und Intervention im Kindes- und Jugendalter : Ein interdisziplinäres Projekt der Universität Bielefeld ; 14Publisher: Berlin ; Boston : De Gruyter, [2011]Copyright date: ©1993Edition: Reprint 2011Description: 1 online resource (360 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9783110141207
  • 9783110879575
Subject(s): DDC classification:
  • 618.92/855 20
LOC classification:
  • RJ496.L35 L348 1993eb
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
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
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9783110879575

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Jun 2022)