The science of reading A handbook
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, in...
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| Main Authors | , |
|---|---|
| Format | eBook Book |
| Language | English |
| Published |
Malden, Mass. u.a
Blackwell Publishing
2007
WILEY Blackwell Wiley John Wiley & Sons, Incorporated Wiley-Blackwell |
| Edition | 1 |
| Series | Blackwell handbooks of developmental psychology |
| Subjects | |
| Online Access | Get full text |
| ISBN | 9781405168113 1405168110 9780470757635 1405114886 0470757639 9781405114882 |
| DOI | 10.1002/9780470757642 |
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| Abstract | The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field. |
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| AbstractList | The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field. |
| Author | Hulme, Charles Snowling, Margaret J |
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| DOI | 10.1002/9780470757642 |
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| Notes | Includes bibliographical references (p. [550]-642) and indexes Originally published: 2005 |
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| Snippet | The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly... |
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| SubjectTerms | Aufsatzsammlung Cognitive Psychology Entwicklungspsychologie Leseforschung Lesenlernen Leseschwäche Leseverstehen Psycholinguistik Psychology Reading Reading comprehension Reading disability Reading, Psychology of Textverständnis |
| SubjectTermsDisplay | Cognitive Psychology Psychology |
| Subtitle | A handbook |
| TableOfContents | The science of reading: A handbook (Blackwell handbooks of developmental psychology) -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Part I: Word Recognition Processes in Reading -- Editorial Part I -- 1. Modeling Reading: The Dual-Route Approach -- 2. Connectionist Approaches to Reading -- 3. Visual Word Recognition: Theories and Findings -- 4. The Question of Phonology and Reading -- 5. Eye Movements During Reading -- Part II: Learning to Read and Spell -- Editorial Part II -- 6. Theories of Learning to Read -- 7. Writing Systems and Spelling Development -- 8. Development of Sight Word Reading: Phases and Findings -- 9. Predicting Individual Differences in Learning to Read -- 10. Social Correlates of Emergent Literacy -- 11. Literacy and Cognitive Change -- Part III: Reading Comprehension -- Editorial Part III -- 12. Comprehension -- 13. The Acquisition of Reading Comprehension Skill -- 14. Children's Reading Comprehension Difficulties -- Part IV: Reading in Different Languages -- Editorial Part IV -- 15. Orthographic Systems and Skilled Word Recognition Processes in Reading -- 16. Early Reading Development in European Orthographies -- 17. Learning to Read in Chinese -- 18. The Nature and Causes of Dyslexia in Different Languages -- Part V: Disorders of Reading and Spelling -- Editorial Part V -- 19. Developmental Dyslexia -- 20. Learning to Read with a Hearing Impairment -- 21. Learning to Read with a Language Impairment -- 22. Acquired Disorders of Reading -- 23. Spelling Disorders -- Part VI: The Biological Bases of Reading -- Editorial Part VI -- 24. Genetics of Dyslexia -- 25. Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia -- Part VII: Teaching Reading -- Editorial Part VII -- 26. Teaching Children to Read: What Do We Know about How to Do It? -- 27. Recent Discoveries on Remedial Interventions for Children with Dyslexia -- Glossary of Terms -- References -- Author Index -- Subject Index Memory Processes That Enable Sight Word Reading -- Developmental Theories -- Synopsis of the Theories -- Phase Theory of Sight Word Reading -- Transition from the Partial Alphabetic to Full Alphabetic Phase -- Development of Automaticity, Speed, and Unitization -- Concluding Comments -- 9 Predicting Individual Differences in Learning to Read -- Methodological Issues -- Key Predictors of Early Reading Ability -- Conclusions -- 10 Social Correlates of Emergent Literacy -- Development of Emergent Literacy -- Early Childhood Education -- Socioeconomic Status -- Family Beliefs and Values -- Home Language Stimulation -- Home Literacy Environment -- Summary and Conclusions -- 11 Literacy and Cognitive Change -- Literacy, Schooling, and Education -- The Impact of Literacy on Nonlinguistic Capacities -- The Impact of Literacy on Linguistic Capacities -- Conclusions -- PART III: Reading Comprehension -- Editorial Part III -- 12 Comprehension -- Processes Underlying Text Comprehension -- Textbase Formation -- The Situation Model -- Summary -- 13 The Acquisition of Reading Comprehension Skill -- Introduction: Simple Ideas about Reading Comprehension -- A Framework for Comprehension -- Higher-Level Factors in Comprehension -- The Linguistic-Conceptual Machinery for Comprehension -- Word Identification, Decoding, and Phonological Awareness -- Comprehension Instruction -- Conclusion: A More General View of Comprehension Development -- 14 Children's Reading Comprehension Difficulties -- "Specific" Deficits in Reading Comprehension? -- What Causes Poor Reading Comprehension? -- Summary and Conclusions -- PART IV: Reading in Different Languages -- Editorial Part IV -- 15 Orthographic Systems and Skilled Word Recognition Processes in Reading -- Overview of Writing Systems -- Models of Skilled Reading Back to the Reading Skirmishes -- 27 Recent Discoveries on Remedial Interventions for Children with Dyslexia -- Defining the Target of Intervention -- An Early Case Study and Other Discouraging Examples -- A Recent Study with a Different Outcome for Children with Severe Reading Disabilities -- Reading Gains in Other Studies of Intensive Interventions -- What about the Remaining Problems in Fluency? -- Additional Areas of Knowledge from Intervention Research with Older Children -- A Final and Significant Remaining Gap in Our Knowledge -- Conclusion -- Glossary of Terms -- References -- Author Index -- Subject Index Orthographic Depth and How Phonology Is Represented in Different Orthographies: The Case of English, Hebrew, and Serbo-Croatian -- Orthographic Depth and Visual Word Recognition -- Empirical Evidence for the Orthographic Depth Hypothesis -- Languages with Two Writing Systems: The Cases of Serbo-Croatian, Korean, and Japanese -- Summary and Conclusions -- 16 Early Reading Development in European Orthographies -- Introduction -- Causation -- Language Effects -- Linguistic Units -- Cross-Language Differences in the Development of Linguistic Awareness -- Models of Literacy Acquisition -- Language Effects on Orthographic Development -- Conclusions -- 17 Learning to Read in Chinese -- The Chinese Writing System -- The Teaching of Reading in China -- How Children Read Compound Characters -- Phonological Awareness and Learning to Read Chinese -- Learning to Read Chinese As a Second Language -- Developmental Dyslexia -- Conclusions -- 18 The Nature and Causes of Dyslexia in Different Languages -- Characteristics of Different Writing Systems -- Dyslexia among English Speakers: A Point of Reference -- Dyslexia in Non-English Languages with Alphabetic Orthographies -- Dyslexia in the Logographic Writing System of Chinese -- Conclusions -- PART V: Disorders of Reading and Spelling -- Editorial Part V -- 19 Developmental Dyslexia -- Manifest Causes of Dyslexia: Deficiencies in Reading Subskills -- Underlying Causes of Dyslexia: Cognitive Deficit Theories -- Conclusions -- 20 Learning to Read with a Hearing Impairment -- Do People with a Hearing Impairment Use Phonological Coding in Reading and Spelling? -- Reading Processes -- Individual Differences in the Use of Phonological Codes by People with a Hearing Impairment -- Spelling Processes -- Phonological Awareness -- The Role of Visible Language in Reading Development of the Hearing Impaired -- Cued Speech The Linguistic Advantages for Hearing-impaired Children Born to Hearing-impaired Parents -- The Use of Orthographic Coding by Children with Hearing Impairment -- Neural Systems Underlying Reading in People with Hearing Impairment -- Conclusions -- 21 Learning to Read with a Language Impairment -- Models of Reading Development -- Developmental Disorders of Reading -- Reading Development in Children with Oral Language Impairments -- Language and Reading Impairments in Children with General Learning Difficulties -- Conclusions -- 22 Acquired Disorders of Reading -- Introduction -- Semantic Memory and Surface Dyslexia -- Phonology and Phonological-Deep Dyslexia -- Visual Processing and Pure Alexia (Letter-by-Letter Reading) -- 23 Spelling Disorders -- The Dual-Route Model of Spelling -- Differences between Reading and Spelling -- Acquired Disorders of Spelling -- Developmental Spelling Disorders -- Differences between Acquired and Developmental Disorders -- Conclusions -- PART VI: The Biological Bases of Reading -- Editorial Part VI -- 24 Genetics of Dyslexia -- Brief History -- Behavioral Genetic Approaches -- Molecular Genetic Approaches -- Summary and Conclusions -- 25 Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia -- Functional Imaging Techniques: How PET and fMRI Work -- How Can Functional Imaging Inform Cognitive Models of Reading? -- The Neural Systems for Skilled Reading -- Relating Anatomy to Current Cognitive Models of Reading -- Functional Imaging Studies of Reading in Developmental Dyslexia -- Conclusions and Future Directions -- PART VII: Teaching Reading -- Editorial Part VII -- 26 Teaching Children to Read: What Do We Know about How to Do It? -- Controversies about Teaching Reading -- The Introduction of Science and Orthodoxy into Pedagogical Decision Making -- Problems with Horse Race Studies Cover -- Contents -- Series Page -- Title Page -- Copyright -- List of Contributors -- Preface -- Acknowledgments -- PART I: Word Recognition Processes in Reading -- Editorial Part I -- 1 Modeling Reading: The Dual-Route Approach -- In the Beginning… -- "Lexical" and "Nonlexical" Reading Routes -- Phenomena Explained via the Dual-Route Model -- Computational Modeling of Reading -- The Dual-Route Cascaded (DRC) Model -- What the DRC Model Can Explain -- Conclusions -- 2 Connectionist Approaches to Reading -- Principles of Connectionist Modeling -- Realist Versus Fundamentalist Approaches -- Connectionist Modeling of Reading -- Conclusion -- 3 Visual Word Recognition: Theories and Findings -- Historical Context -- The Models -- The Orthographic-Phonological Interaction -- Interactions with Semantics -- Two Other Emerging Issues -- Parting Thoughts -- 4 The Question of Phonology and Reading -- How Evidence Fuels the Controversy -- Giving Up Ether -- Spelling and Phonology in an Interactive System -- Remainders -- Summary and Conclusions -- 5 Eye Movements During Reading -- The Basic Characteristics of Eye Movements During Reading -- Reading Skill and Eye Movements -- Eye Movements and Measures of Processing Time in Reading -- Basic Issues Regarding Eye Movements in Reading -- Recent Trends and Current Issues -- Models of Eye Movement Control in Reading -- Summary -- PART II: Learning to Read and Spell -- Editorial Part II -- 6 Theories of Learning to Read -- Two Background Issues -- Frameworks for Identifying the Work of Theories of Learning to Read -- Learning Revisited -- Applications of Theory -- Concluding Remarks -- 7 Writing Systems and Spelling Development -- Principles of Writing Systems -- Learning to Spell -- 8 Development of Sight Word Reading: Phases and Findings -- Ways to Assess Sight Word Reading Intro -- The Science of Reading: A Handbook -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Part I: Word Recognition Processes in Reading -- Editorial Part I -- 1 Modeling Reading: The Dual-Route Approach -- 2 Connectionist Approaches to Reading -- 3 Visual Word Recognition: Theories and Findings -- 4 The Question of Phonology and Reading -- 5 Eye Movements During Reading -- Part II: Learning to Read and Spell -- Editorial Part II -- 6 Theories of Learning to Read -- 7 Writing Systems and Spelling Development -- 8 Development of Sight Word Reading: Phases and Findings -- 9 Predicting Individual Differences in Learning to Read -- 10 Social Correlates of Emergent Literacy -- 11 Literacy and Cognitive Change -- Part III: Reading Comprehension -- Editorial Part III -- 12 Comprehension -- 13 The Acquisition of Reading Comprehension Skill -- 14 Children's Reading Comprehension Difficulties -- Part IV: Reading in Different Languages -- Editorial Part IV -- 15 Orthographic Systems and Skilled Word Recognition Processes in Reading -- 16 Early Reading Development in European Orthographies -- 17 Learning to Read in Chinese -- 18 The Nature and Causes of Dyslexia in Different Languages -- Part V: Disorders of Reading and Spelling -- Editorial Part V -- 19 Developmental Dyslexia -- 20 Learning to Read with a Hearing Impairment -- 21 Learning to Read with a Language Impairment -- 22 Acquired Disorders of Reading -- 23 Spelling Disorders -- Part VI: The Biological Bases of Reading -- Editorial Part VI -- 24 Genetics of Dyslexia -- 25 Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia -- Part VII: Teaching Reading -- Editorial Part VII -- 26 Teaching Children to Read: What Do We Know about How to Do It? -- 27 Recent Discoveries on Remedial Interventions for Children with Dyslexia -- Glossary of Terms -- References Author Index -- Subject Index |
| Title | The science of reading |
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