Single-Word Reading: Behavioral and Biological Perspectives

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As the second title in the new series, New Directions in Communication Disorders Research: Integrative Approaches, this volume addresses the phenomenon of single-word processing, which is an essential element in the acquisition of reading competence. Single-word reading is an interdisciplinary area of research that incorporates phonological, orthographic, morphological, and semantic levels, of analyses. Editors Elena L. Grigorenko and Adam J. Naples have organized a collection of essays written by an outstanding group of scholars in psychology, genetics, neuroscience, and education in order to systematically sample the research on single-word reading, as well as to describe the research within the different methodological paradigms used in this field of study. The contributors to this volume cover a broad range of relevant topics and cross-reference different life periods and levels of reading mastery. This book will engage those interested in examining reading through the lenses of psychology, neuroscience, cognitive science, linguistics, genetics, school psychology, special education, and communication disorders.
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Table of Contents

R. Paul, Foreword. E.L. Grigorenko, Introduction. P.H.K. Seymour, Continuity and Discontinuity in the Development of Single-Word Reading: Theoretical Speculations. T.A. Nazir, A. Huckauf, The Visual Skill of “Reading”. U. Maurer, B.D. McCandliss, The Development of Visual Expertise for Words: The Contribution of Electrophysiology. U. Goswami, Phonological Representations for Reading Acquisition Across Languages. L.B. Feldman, D. Basnight-Brown, The Role of Morphology in Visual Word Recognition: Graded Semantic Influences Due to Competing Senses and Semantic Richness of the Stem. L. Hart, C. Perfetti, Learning Words in Zekkish: Implications for Understanding Lexical Representation. J. Grainger, J.C. Ziegler, Cross-Code Consistency in a Functional Architecture for Word Recognition. B. Kessler, R. Treiman, J. Mullennix, Feedback Consistency Effects in Single-Word Reading. T.C. Pollo, R. Treiman, B. Kessler, Three Perspectives on Spelling Development. J.M. Keenan, R.S. Betjemann, Comprehension of Single Words: The Role of Semantics in Word Identification and Reading Disability. P.G. Simos, R. Billingsley-Marshall, S. Sarkari, A.C. Papanicolaou, Single-Word Reading: Perspectives From Magnetic Source Imaging. R.K. Olson, Genetic and Environmental Influences on Word-Reading Skills. C.L. Barr, J.M. Couto, Molecular Genetics of Reading. E.L. Grigorenko, Four “Nons” of the Brain-Genes Connection. S.B. Piasta, R.K. Wagner, Dyslexia: Identification and Classification. J.M. Royer, R. Walles, Fluency Training as an Alternative Intervention for Reading-Disabled and Poor Readers. S.J. Frost, R. Sandak, D. Moore, G.D. Porta, J.G. Rueckl, W.E. Mencl, K.R. Pugh, Neurobiological Studies of Skilled and Impaired Word Reading: An Update and Synthesis. J.S. Magnuson, Nondeterminism, Pleiotropy, and Single Word Reading: Theoretical and Practical Concerns.

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