Theories of Reading Development
Published on 14. August 2017
Book
Hardback
534 pages
978-90-272-1811-7 (ISBN)
Description
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially.
Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book.
The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book.
The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
More details
Series
Language
English
Place of publication
Amsterdam
Netherlands
Target group
Professional and scholarly
Weight
1100 gr
ISBN-13
978-90-272-1811-7 (9789027218117)
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Schweitzer Classification
Persons
Content
1. Introduction (by Cain, Kate); 2. Part I. Big questions; 3. Chapter 1. Introduction to big questions (by Cain, Kate); 4. Chapter 2. Integrating word processing with text comprehension: Theoretical frameworks and empirical examples (by Stafura, Joseph Z.); 5. Chapter 3. Genetic and environmental influences on the development of reading and related skills (by Olson, Richard K.); 6. Chapter 4. Early literacy across languages (by McBride, Catherine); 7. Chapter 5. Learning to read alphasyllabaries (by Nag, Sonali); 8. Chapter 6. Opening the "black box" of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read (by Steacy, Laura M.); 9. Part II. Typical development of word reading and underlying processes; 10. Chapter 7. Introduction to word reading (by Compton, Donald L.); 11. Chapter 8. Orthographic mapping and literacy development revisited (by Ehri, Linnea C.); 12. Chapter 9. Putting the learning into orthographic learning (by Nation, Kate); 13. Chapter 10. Orthographic learning is verbal learning: The role of spelling pronunciations (by Elbro, Carsten); 14. Chapter 11. Learning to read morphologically complex words (by Carlisle, Joanne F.); 15. Chapter 12. Learning to read in a second language (by Verhoeven, Ludo); 16. Part III. Typical development of comprehension and underlying processes; 17. Chapter 13. Introduction to reading comprehension (by Cain, Kate); 18. Chapter 14. Vocabulary, morphology, and reading comprehension (by Spencer, Mercedes); 19. Chapter 15. Reading comprehension: What develops and when? (by Cain, Kate); 20. Chapter 16. Development of reading comprehension: Change and continuity in the ability to construct coherent representations (by Broek, Paul van den); 21. Part IV. Atypical reading development; 22. Chapter 17. Introduction to atypical reading development (by Parrila, Rauno K.); 23. Chapter 18. Early identification of reading disabilities (by Catts, Hugh W.); 24. Chapter 19. Dyslexia and word reading problems (by Parrila, Rauno K.); 25. Chapter 20. Children with specific text comprehension problems (by Oakhill, Jane); 26. Part V. Instruction and intervention; 27. Chapter 21. Introduction to instruction and intervention (by Compton, Donald L.); 28. Chapter 22. Starting from home: Home literacy practices that make a difference (by Senechal, Monique); 29. Chapter 23. Early reading interventions: The state of the practice, and some new directions in uilding causal theoretical models (by Savage, Robert); 30. Chapter 24. Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words (by Kirby, John R.); 31. Chapter 25. Reading comprehension instruction and intervention: Promoting inference making (by McMaster, Kristen L.); 32. Chapter 26. Theoretically guided interventions for adolescents who are poor readers (by Vaughn, Sharon); 33. Chapter 27. Child characteristics by instruction interactions, literacy, and implications for theory and practice (by McDonald Connor, Carol)