The Science of Reading: A Handbook / Edition 1

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Overview

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 multidisciplinary overview of contemporary knowledge about reading and related skills.The volume is divided into seven sections:- Word Recognition Processes in Reading outlines models of word recognition that have shaped the direction of reading research during the past two decades and presents reviews of research on reading processes from the point of view of experimental psychology.- Learning to Read and Spell reviews theories of literacy development and considers cognitive, linguistic and environmental factors that influence the development of reading and spelling- Reading Comprehension provides reviews of reading comprehension processes in adults and children and of reading comprehension impairments.- Reading in Different Languages reviews cross-linguistic studies of reading processes and considers the development of reading in alphabetic and logographic languages as a backdrop to studies of dyslexia in different languages.- Disorders of Reading and Spelling reviews current research on acquired and developmental dyslexia and the effects of hearing and language impairments on learning to read.- Biological Bases of Reading reviews brain imaging and genetic approaches to reading and its disorders.- Finally, Teaching Reading discusses the implications of this large body of research for the teaching of reading and for reading intervention.

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Editorial Reviews

From the Publisher
"In the rapidly burgeoning, cumulative progress that characterizesour field today, this is the compendium that everyone needs.Graduate students and researchers alike will feast on thiscollection."
Professor Keith E. Stanovich, University of Toronto,Canada

"This authoritative handbook defines the science of reading,reviewing the huge advances in knowledge over the last thirty yearsin a dazzling display of scholarship. No one interested in thepsychology of reading can do without it."
Professor Uta Frith, Institute of Cognitive Neuroscience,University College London

"At last! The handbook we've all been waiting for - graduatestudents and seasoned researchers alike - an authoritative,state-of-the-art source-book encompassing all the central topics inthe science of reading, with an author list that reads like a Who'sWho of basic reading research. The breadth and depth of each of somany seminal reviews confirms the status of reading science as oneof the 'trophies' of modern cognitive science. I expect this willremain the definitive work for years to come."
David L. Share, University of Haifa, Israel

“An invaluable reference text for researchers, graduatestudents and educators with an interest in reading … Irecommend the book highly for anyone interested in the state ofunderstanding of reading and its development.”
Fiona Lyddy, The Irish Psychologist

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Product Details

Meet the Author

Margaret J. Snowling is Professor of Psychology at theUniversity of York. Widely recognised as an expert in the field ofchildren’s reading and language difficulties, she was awardedthe British Psychological Society Presidents’ Award 2003 fordistinguished contributions to psychological knowledge and isPresident-Elect of the Society for the Scientific Study of Reading.She is the author of the bestselling text, Dyslexia (SecondEdition, Blackwell Publishing, 2000).

Charles Hulme is Professor of Psychology at theUniversity of York. His research is on memory, reading and languageprocesses and their development. He was the joint recipient of theDina Fietelson Award of the International Reading Association forresearch on reading intervention, in 1998.

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Table of Contents

List of Contributors.

Preface.

Acknowledgments.

Part I: Word Recognition Processes in Reading:.

Editorial Part I.

1. Modelling Reading: The Dual-Route Approach: Max Coltheart(Macquarie University, Australia).

2. Connectionist Approaches to Reading: David C. Plaut (CarnegieMellon University).

3. Visual Word Recognition: Theories and Findings: Stephen J.Lupker (University of Western Ontario).

4. The Question of Phonology and Reading: Guy C. Van Orden andHeidi Kloos (Arizona State University).

5. Eye Movements During Reading: Keith Rayner, Barbara J.Juhasz, and Alexander Pollatsek (University of Massachusetts).

Part II: Learning to Read and Spell:.

Editorial Part II.

6. Theories of Learning to Read: Brian Byrne (University of NewEngland, Australia).

7. Writing Systems and Spelling Development: Rebecca Treiman andBrett Kessler (Washington University in St Louis).

8. Development of Sight Word Reading: Phases and Findings:Linnea C. Ehri (Graduate Center of the City University of NewYork).

9. Predicting Individual Differences in Learning to Read: JudithA. Bowey (University of Queensland).

10. Social Correlates of Emergent Literacy: Beth M. Phillips andChristopher J. Lonigan (Florida Center for Reading Research,Florida State University).

11. Literacy and Cognitive Change: José Morais andRégine Kolinsk (Université Libre de Bruxelles,Belgium).

Part III: Reading Comprehension:.

Editorial Part III.

12. Comprehension: Walter Kintsch and Katherine A. Rawson(University of Colorado).

13. The Acquisition of Reading Comprehension Skill: Charles A.Perfetti, Nicole Landi and Jane Oakhill (University ofPittsburgh).

14. Children’s Reading Comprehension Difficulties: Kate A.Nation (University of Oxford).

Part IV: Reading in Different Languages:.

Editorial Part IV.

15. Orthographic Systems and Skilled Word Recognition Processesin Reading: Ram Frost (The Hebrew University, Israel).

16. Early Reading Development in European Orthographies: PhilipH. K. Seymour (University of Dundee, UK).

17. Learning to Read in Chinese: J. Richard Hanley (Universityof Essex, UK).

18. The Nature and Causes of Dyslexia in Different Languages:Markéta Caravolas (University of Liverpool).

Part V: Disorders of Reading and Spelling:.

Editorial Part V.

19. Developmental Dyslexia: Frank R. Vellutino and Jack M.Fletcher (State University of New York, at Albany).

20. Learning to Read with a Hearing Impairment: JacquelineLeybaert (Université Libre de Bruxelles, Belgium).

21. Learning to Read with a Language Impairment: Margaret J.Snowling and Charles Hulme (University of York, UK).

22. Acquired Disorders of Reading: Matthew A. Lambon Ralph(University of Manchester) and Karalyn Patterson (University ofCambridge).

23. Spelling Disorders: Cristina Romani (University of Aston,UK), Andrew Olson (University of Birmingham, UK), and Anna MariaDiBetta (University of Aston).

Part VI: Biological Bases of Reading:.

Editorial Part VI.

24. Genetics of Dyslexia: Bruce F. Pennington (University ofDenver) and Richard K. Olson (University of Colorado).

25. Functional Brain Imaging Studies of Skilled Reading andDevelopmental Dyslexia: Cathy J. Price (University College London)and Eamon McCrory (Institute of Psychiatry, UK).

Part VII: Teaching Reading:.

Editorial Part VII.

26. Teaching Children to Read: What Do We Know About How To DoIt?: Catherine E. Snow (Harvard Graduate School of Education) andConnie Juel (Stanford University).

27. Recent Discoveries from Research on Remedial Interventionsfor Children with Dyslexia: Joseph K. Torgesen (Florida Center forReading Research at Florida State University).

Glossary of Terms.

References.

Author Index.

Subject Index

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