| Number | 1228 |
|---|
| Year | 1988 |
|---|
| Drawer | 23 |
|---|
| Entry Date | 08/29/2001 |
|---|
| Authors | Brady, S.A. & Fowler, A.E. |
|---|
| Contact | |
|---|
| Publication | In Malsand, R.A.. & Masland, M.W. (eds.) Preschool Prevention of Reading Failure. pp.204-215. Parkton, MD, York Press. |
|---|
| url |
|
|---|
| Abstract | [Introduction]
The research presented in this volume emphasizes the role of language processes in reading acquisition. Our paper complements this theme and has three goals. We first review research on reading disability in school-age children, with a focus on what is currently known about the language deficiencies in this population. Second, we identify those questions about the nature of the language impairment and its role in reading disability that remain unanswered. And third, we share with your plans for longitudinal training study extending from the beginning of kindergarten to the end of second grade which was designed to address these questions. In particular, the proposed study is intended to examine the question of whether the language abilities that have been found to be closely associated with reading ability in school-age children are in fact causal factors in reading success. A central premise of this approach is that an understanding of the causal factors in reading acquisition will point the way toward effective strategies for the early identification and remediation of reading problems. |
|---|
| Notes | |
|---|
