The Science of Reading A Handbook
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
1 online resource (1012 p.).
9781118712306, 1118712307
1162698358
Conclusion3 Visual Word Recognition: Theories and Findings; Historical Context; The Models; The Orthographic-Phonological Interaction; Interactions with Semantics; Two Other Emerging Issues; Parting Thoughts; 4 The Question of Phonology and Reading; How Evidence Fuels the Controversy; Giving Up Ether; Spelling and Phonology in an Interactive System; Remainders; Summary and Conclusions; 5 Eye Movements During Reading; The Basic Characteristics of Eye Movements During Reading; Reading Skill and Eye Movements; Eye Movements and Measures of Processing Time in Reading. Basic Issues Regarding Eye Movements in ReadingRecent Trends and Current Issues; Models of Eye Movement Control in Reading; Summary; PART II: Learning to Read and Spell; Editorial Part II; 6 Theories of Learning to Read; Two Background Issues; Frameworks for Identifying the Work of Theories of Learning to Read; Learning Revisited; Applications of Theory; Concluding Remarks; 7 Writing Systems and Spelling Development; Principles of Writing Systems; Learning to Spell; 8 Development of Sight Word Reading: Phases and Findings; Ways to Assess Sight Word Reading. Memory Processes That Enable Sight Word ReadingDevelopmental Theories; Synopsis of the Theories; Phase Theory of Sight Word Reading; Transition from the Partial Alphabetic to Full Alphabetic Phase; Development of Automaticity, Speed, and Unitization; Concluding Comments; 9 Predicting Individual Differences in Learning to Read; Methodological Issues; Key Predictors of Early Reading Ability; Conclusions; 10 Social Correlates of Emergent Literacy; Development of Emergent Literacy; Early Childhood Education; Socioeconomic Status; Family Beliefs and Values; Home Language Stimulation. Home Literacy EnvironmentSummary and Conclusions; 11 Literacy and Cognitive Change; Literacy, Schooling, and Education; The Impact of Literacy on Nonlinguistic Capacities; The Impact of Literacy on Linguistic Capacities; Conclusions; PART III: Reading Comprehension; Editorial Part III; 12 Comprehension; Processes Underlying Text Comprehension; Textbase Formation; The Situation Model; Summary; 13 The Acquisition of Reading Comprehension Skill; Introduction: Simple Ideas about Reading Comprehension; A Framework for Comprehension; Higher-Level Factors in Comprehension. Cover; Contents; Series Page; Title Page; Copyright; List of Contributors; Preface; Acknowledgments; PART I: Word Recognition Processes in Reading; Editorial Part I; 1 Modeling Reading: The Dual-Route Approach; In the Beginningђ́Œ; "Lexical" and "Nonlexical" Reading Routes; Phenomena Explained via the Dual-Route Model; Computational Modeling of Reading; The Dual-Route Cascaded (DRC) Model; What the DRC Model Can Explain; Conclusions; 2 Connectionist Approaches to Reading; Principles of Connectionist Modeling; Realist Versus Fundamentalist Approaches; Connectionist Modeling of Reading
Description based upon print version of record
The Linguistic-Conceptual Machinery for Comprehension
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