The Oxford Handbook of Reading
Series: Oxford Library of Psychology;
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Product details:
- Publisher OUP USA
- Date of Publication 27 August 2015
- ISBN 9780199324576
- Binding Hardback
- No. of pages522 pages
- Size 254x180x33 mm
- Weight 1066 g
- Language English
- Illustrations b/w illus. 30
Categories
Short description:
Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so?
MoreLong description:
Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works.
To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education.
The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.
Table of Contents:
Part I. Introduction
1. Introduction
Alexander Pollatsek and Rebecca Treiman
2. Writing Systems: Their Properties and Implications for Reading
Brett Kessler and Rebecca Treiman
3. Visual Word Recognition
Melvin J. Yap and David A. Balota
4. The Work of the Eyes during Reading
Elizabeth R. Schotter and Keith Rayner
Part II. Words
5. Visual Word Recognition in the Bayesian Reader Framework
Sachiko Kinoshita
6. Neighborhoods and Word Reading
Manuel Perea
7. Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations
Ram Frost
8. The Nature of Lexical Representation in Visual Word Recognition
Marcus Taft
9. Are Polymorphemic Words Processed Differently from Other Words during Reading?
Jukka Hyönä
10. Literacy and Literacy Development in Bilinguals
Debra Jared
11. Individual Differences among Skilled Readers: The Role of Lexical Quality
Sally Andrews
12. What Acquired Dyslexia Reveals about Reading in the Mind and Brain
Anna Woollams
Part III. Sentences and Texts
13. The Role of Sound in Silent Reading
Alexander Pollatsek
14. Reading Sentences: Syntactic Parsing and Semantic Interpretation
Adrian Staub
15. Models of Discourse Comprehension
Edward O'Brien and Anne Cook
16. The Role of Words in Chinese Reading
Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek
17. How Is Information Integrated across Fixations in Reading?
Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge
18. Direct Lexical and Non-Lexical Control of Fixation Duration in Reading
Eyal Reingold, Heather Sheridan, and Erik Reichle
19. E-Z Reader: A Sketch of the Reading Architecture
Erik Reichle and Heather Sheridan
Part IV. Development
20. How Children Learn to Read Words
Linnea C. Ehri
21. Children's Spelling Development: Theories and Evidence
S. Hél?ne Deacon and Erin Sparks
22. Learning to Read and Spell Words in Different Writing Systems
Markéta Caravolas
23. Children's Reading Comprehension and Comprehension Difficulties
Jane Oakhill, Molly S. Berenhaus, and Kate Cain
24. Development of Dyslexia
Bruce Pennington and Robin Peterson
25. How Learning to Read Influences Language and Cognition
Regine Kolinsky
Part V. Instruction
26. Young Children's Home Literacy Experiences
Monique Sénéchal
27. Primary Grade Reading Instructions in the United States
Carol Connor and Stephanie Al Otaiba
28. African American English and Its Link to Reading Achievement
Holly K. Craig
29. Teachers' Knowledge about Reading Development and Instruction
Anne Cunningham and Colleen Ryan O'Donnell
30. Adolescent Literacy: Development and Instruction
Susan R. Goldman and Catherine E. Snow
Index
