The Science of Reading: A Handbook

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Margaret J. Snowling, Charles Hulme
John Wiley & Sons, Apr 22, 2013 - Psychology - 680 pages
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.

  • Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction
  • Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading
  • Edited by well-respected senior figures in the field

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Th o
The DualRoute Cascaded DRC Model
Princi les of Connectionist Modelin
The Qaesiion of Phonaogy and Reading
Cognitive Deficit Theories
HigherLevel Factors in Comprehension
The LinguisticConceptual Machinery for Comprehension
Word Identification Decoding and Phonological Awareness
Diffi i
Summary and Conclusions
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
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
Socioeconomic Status
Home Language Stimulation
Summary and Conclusions
The Impact of Literacy on Linguistic Capacities
Textbase Formation
How Children Read Compound Characters
Learning to Read Chinese As a Second Language
to Read
Reading Processes
The Linguistic Advantages for Hearingimpaired Children
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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About the author (2013)

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.

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