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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Bibliographic Details
Main Authors Snowling, Margaret J, Hulme, Charles
Format eBook Book
LanguageEnglish
Published Malden, Mass. u.a Blackwell Publishing 2007
WILEY
Blackwell
Wiley
John Wiley & Sons, Incorporated
Wiley-Blackwell
Edition1
SeriesBlackwell handbooks of developmental psychology
Subjects
Aufsatzsammlung
Cognitive Psychology
Entwicklungspsychologie
Leseforschung
Lesenlernen
Leseschwäche
Leseverstehen
Psycholinguistik
Psychology
Reading
Reading comprehension
Reading disability
Reading, Psychology of
Textverständnis
Online AccessGet full text
ISBN9781405168113
1405168110
9780470757635
1405114886
0470757639
9781405114882
DOI10.1002/9780470757642

Cover

Table of Contents:
  • 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