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:	9781119705093
Publisher:	Wiley
Publication date:	06/13/2022
Series:	Wiley Blackwell Handbooks of Developmental Psychology
Edition description:	2nd ed.
Pages:	608
Sales rank:	487,358
Product dimensions:	6.80(w) x 9.70(h) x 1.60(d)

About the Author

Margaret J. Snowling is Professor of Psychology and President of St. John’s College, University of Oxford. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She is Past President of the Society for the Scientific Study of Reading and served on Sir Jim Rose’s Expert Advisory Group on provision for Dyslexia. She was appointed CBE for services to science and the understanding of dyslexia in 2016.

Charles Hulme is Professor of Psychology and William Golding Senior Research Fellow at Brasenose College, University of Oxford. He is a fellow of the British Academy, the Academy of Social Sciences, and Academia Europea. He recieved the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association in 2019. 

Kate Nation is Professor of Experimental Psychology at the University of Oxford and a Fellow of St. John's College. She is a Fellow of the Academy of Social Sciences. Her research concerned with language processing has been recognized by the British Psychological Society and the Experimental Psychology Society. She received the Celebrating Impact Prize from the Economic and Social Research Council in 2020.

Table of Contents

List of Contributors ix

Prefacexv

Acknowledgmentsxix

Part I Word Recognition 1

1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives 5
Charles Perfetti and Anne Helder

2 Models of Word Reading: What Have We Learned? 36
Mark S. Seidenberg, Molly Farry- Thorn, and Jason D. Zevin

3 Word Recognition I: Visual and Orthographic Processing 60
Jonathan Grainger

4 Word Recognition II: Phonological Coding in Reading 79
Marc Brysbaert

5 Word Recognition III: Morphological Processing 102
Kathleen Rastle

Part II Learning to Read and Spell 121

6 The Foundations of Literacy 125
Lorna G. Hamilton and Marianna E. Hayiou- Thomas

7 Learning to Read Words 148
Anne Castles and Kate Nation

8 Learning to Spell Words 165
Nenagh Kemp and Rebecca Treiman

9 Individual Differences in Learning to Read Words 186
Donald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, and Nuria Gutiérrez

10 Teaching Children to Read 209
Robert Savage

Part III Reading Comprehension 235

11 Reading Comprehension I: Discourse 239
Paul van den Broek and Panayiota Kendeou

12 Reading Comprehension II: Sentence Processing 261
Simon P. Liversedge, Chuanli Zang, and Feifei Liang

13 Modeling the Development of Reading Comprehension 280
Arne Lervåg and Monica Melby- Lervåg

14 Children’s Reading Comprehension Difficulties 298
Kate Cain

Part IV Reading in Different Languages 323

15 Reading and Reading Disorders in Alphabetic Orthographies 327
Markéta Caravolas

16 Reading and Reading Disorders in Chinese 354
Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, and Dora Jue Pan

17 Reading the Akshara Writing System 372
Sonali Nag

Part V Disorders of Reading 391

18 Acquired Disorders of Reading and Writing 395
Anna Woollams, Matthew A. Lambon- Ralph, and Karalyn Patterson

19 Developmental Dyslexia 416
Richard K. Wagner, Fotena A. Zirps, and Sarah G. Wood

20 Comorbidity of Reading Disorders 439
Kristina Moll

21 Learning to Read with a Language or Hearing Impairment 460
Suzanne M. Adlof, Jessica Chan, Krystal Werfel, and Hugh W. Catts

Part VI Biological and Social Correlates of Reading 487

22 The Genetics of Dyslexia: Learning from the Past to Shape the Future 491
Silvia Paracchini

23 Genetic and Environmental Influences on Learning to Read 515
Callie W. Little and Sara A. Hart

24 The Neurobiology of Literacy 533
Jason D. Yeatman

Glossary 556

Index 569

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