The Science of Reading: A Handbook

by Margaret J. Snowling (Editor), Charles Hulme (Editor), Kate Nation (Editor)

Overview

Provides an overview of state-of-the-art research on the science of reading, revised and updated throughout

The Science of Reading presents the most recent advances in the study of reading and related skills. Bringing together contributions from a multidisciplinary team of experts, this comprehensive volume reviews theoretical approaches, stage models of reading, cross-linguistic studies of reading, reading instruction, the neurobiology of reading, and more. Divided into six parts, the book explores word recognition processes in skilled reading, learning to read and spell, reading comprehension and its development, reading and writing in different languages, developmental and acquired reading disorders, and the social, biological, and environmental factors of literacy.

The second edition of The Science of Reading is extensively revised to reflect contemporary theoretical insights and methodological advances. Two entirely new chapters on co-occurrence and complexity are accompanied by reviews of recent findings and discussion of future trends and research directions. Updated chapters cover the development of reading and language in preschools, the social correlates of reading, experimental research on sentence processing, learning to read in alphabetic orthographies, comorbidities that occur frequently with dyslexia, and other central topics.

• Demonstrates how different knowledge sources underpin reading processes using a wide range of methodologies
• Presents critical appraisals of theoretical and computational models of word recognition and evidence-based research on reading intervention
• Reviews evidence on skilled visual word recognition, the role of phonology, methods for identifying dyslexia, and the molecular genetics of reading and language
• Highlights the importance of language as a foundation for literacy and as a risk factor for developmental dyslexia and other reading disorders
• Discusses learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment
• Describes the role of contemporary analytical tools such as dominance analysis and quantile regression in modelling the development of reading and comprehension

Part of the acclaimed Wiley Blackwell Handbooks of Developmental Psychology series, the second edition of The Science of Reading: A Handbook remains an invaluable resource for advanced students, researchers, and specialist educators looking for an up-to-date overview of the field.

Product Details

ISBN-13:	9781119705130
Publisher:	Wiley
Publication date:	05/12/2022
Series:	Wiley Blackwell Handbooks of Developmental Psychology
Sold by:	JOHN WILEY & SONS
Format:	eBook
Pages:	700
File size:	9 MB

About the Author

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

Charles Hulme is Professor of Psychology at the University of York. His research is on memory, reading and language processes and their development. He was the joint recipient of the Dina Fietelson Award of the International Reading Association for research on reading intervention, in 1998.

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 (Carnegie Mellon 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 and Heidi 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 New England, Australia).

7. Writing Systems and Spelling Development: Rebecca Treiman and Brett 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 New York).

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

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

11. Literacy and Cognitive Change: José Morais and Régine 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 of Pittsburgh).

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 Processes in Reading: Ram Frost (The Hebrew University, Israel).

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

17. Learning to Read in Chinese: J. Richard Hanley (University of 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: Jacqueline Leybaert (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 of Cambridge).

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

Part VI: Biological Bases of Reading:.

Editorial Part VI.

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

25. Functional Brain Imaging Studies of Skilled Reading and Developmental 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 Do It?: Catherine E. Snow (Harvard Graduate School of Education) and Connie Juel (Stanford University).

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

Glossary of Terms.

References.

Author Index.

Subject Index

What People are Saying About This

From the Publisher

"In the rapidly burgeoning, cumulative progress that characterizes our field today, this is the compendium that everyone needs. Graduate students and researchers alike will feast on this collection."
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 years in a dazzling display of scholarship. No one interested in the psychology 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 - graduate students and seasoned researchers alike - an authoritative, state-of-the-art source-book encompassing all the central topics in the science of reading, with an author list that reads like a Who's Who of basic reading research. The breadth and depth of each of so many seminal reviews confirms the status of reading science as one of the 'trophies' of modern cognitive science. I expect this will remain the definitive work for years to come."
David L. Share, University of Haifa, Israel

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

Editorial Reviews

"In the rapidly burgeoning, cumulative progress that characterizes our field today, this is the compendium that everyone needs. Graduate students and researchers alike will feast on this collection."
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 years in a dazzling display of scholarship. No one interested in the psychology 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 - graduate students and seasoned researchers alike - an authoritative, state-of-the-art source-book encompassing all the central topics in the science of reading, with an author list that reads like a Who's Who of basic reading research. The breadth and depth of each of so many seminal reviews confirms the status of reading science as one of the 'trophies' of modern cognitive science. I expect this will remain the definitive work for years to come."
David L. Share, University of Haifa, Israel

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

From the Publisher