The Science of Reading: A Handbook

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Margaret J. Snowling, Charles Hulme
John Wiley & Sons, Apr 15, 2008 - 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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A Handbook Part II Learning to Read and Spell
A Handbook Part III Reading Comprehension
A Handbook Part IV Reading in Different Languages
A Handbook Part V Disorders of Reading and Spelling
A Handbook Part VI The Biological Bases of Reading
A Handbook Part VII Teaching Reading
A Handbook Glossary of Terms
A Handbook References
A Handbook Author Index
A Handbook Subject Index

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About the author (2008)

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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