The Science of Reading: A HandbookMargaret J. Snowling, Charles Hulme 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.
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Contents
1980 | |
Cognitive Deficit Theories | |
Introduction | |
HigherLevel Factors in Comprehension | |
The LinguisticConceptual Machinery for Comprehension | |
Word Identification Decoding and Phonological Awareness | |
Diffi i | |
Summary and Conclusions | |
Introduction | |
Learning to Read in Chinaae | |
The Basic Characteristics of Eye Movements During Reading | |
Basic Issues Regarding Eye Movements in Reading | |
Recent Trends and Current Issues | |
Summary | |
Two Background Issues | |
Writing Systems and Spelling | |
Slevaopment of SQht Word Reading | |
Transition from the Partial Alphabetic to Full Alphabetic Phase | |
Development of Automaticity Speed and Unitization | |
Key Predictors of Early Reading Ability | |
Conclusions | |
Socioeconomic Status | |
Home Language Stimulation | |
Summary and Conclusions | |
The Impact of Literacy on Linguistic Capacities | |
Conclusions | |
Textbase Formation | |
Summary | |
How Children Read Compound Characters | |
Learning to Read Chinese As a Second Language | |
to Read | |
Reading Processes | |
The Linguistic Advantages for Hearingimpaired Children | |
Impairment | |
Language and Reading Impairments in Children with General | |
Spelling Disorders | |
Developmental Spelling Disorders | |
Differences between Acguired and Developmental Disorders | |
Diaorders of Reading and Spelling | |
Behavioral Genetic Approaches | |
Molecular Genetic Approaches | |
Summary and Conclusions | |
What Do | |
Interventions for Children with Dyslexia | |
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Common terms and phrases
acquisition activation alphabetic alphabetic principle anaphor characters child children with dyslexia Chinese cognitive Coltheart complex connectionist consonant Cued Speech decoding deficits developmental double deficit dysgraphia dyslexic effects English errors example eye movements fixation genetic grade graphemes Hangul hearing impairment homophone illiterates inferences influence instruction interaction Iogographic kindergarten learning to read letter knowledge letter names letter-sound lexical decision linguistic literacy meaning measures memory Morais morphemes nonword reading nonwords normal readers orthographic orthographic depth patterns Perfetti performance phoneme awareness phonological awareness phonological deficit phonological processing phonological representations phonological sensitivity phonological skills Pinyin poor comprehenders poor readers predicted pronunciation pseudoword Rayner reading ability reading accuracy reading comprehension reading skills rime saccade segments Seidenberg semantic shallow orthographies skilled readers Snowling speech spelling structure studies suggest syllables task theory triangle model units variance verbal visual vocabulary vowel word identification word recognition writing systems