Progress in Understanding Reading
Scientific Foundations and New Frontiers
1st Edition
Will be published approx. on 24. May 2001
Book
Hardback
536 pages
978-1-57230-564-9 (ISBN)
Description
The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. From one of the most accomplished and widely cited scholars in the field, the volume is divided into seven parts. Each part begins with a new introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.
Reviews / Votes
"This book is a tour de force in which Keith Stanovich reflects on his lifetime of pioneering research in the field of reading acquisition and disabilities. Presented are classic papers published over more than two decades, together with lucid discussions of Stanovich's current thinking on each topic. Readers gain the rare opportunity to observe how a scientist of this caliber develops his ideas and arguments over time, and why. Of particular relevance to readers interested in language and literacy disabilities are Stanovich's arguments for using theories of normal processing to constrain theories of reading disability; his case for seeing phonological problems as the source of most reading disabilities; and the evidence he presents on how the gap between poor and good readers widens with age."--Judith F. Duchan, PhD, State University of New York at Buffalo"This superbly written work will serve as a monument to many of the late 20th century's remarkable scientific achievements in the field of reading acquisition and reading disabilities. It is also a moving personal testament to an exceptionally creative scientist, profound thinker, and humanist. The volume will be an invaluable resource for graduate students and researchers in education and psychology, as it reveals not only many of the psychological mysteries of reading, but also the inner workings of the practice of science." --David L. Share, PhD, Faculty of Education, University of Haifa, Israel
"Keith Stanovich weaves many of his important papers into a splendid tapestry of programmatic research." --Philip B. Gough, PhD, Barbara Pierce Bush Regents Professor, University of Texas at Austin
"Keith Stanovich takes us on a personal tour of nearly 25 years of research and controversy in reading. We get some of his best papers--papers very important to the field--reprinted in one volume. The new material that interleaves these papers gives rich inside views on the process of research and its historical and social contexts. The 'Best of Stanovich,' as one would expect, is very good indeed." --Charles A. Perfetti, PhD, Professor of Psychology and Linguistics, University of Pittsburgh
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More details
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional and scholarly
Professional and Professional Practice & Development
Product notice
sewn/stitched
Cloth over boards
Dimensions
Height: 243 mm
Width: 162 mm
Thickness: 33 mm
Weight
889 gr
ISBN-13
978-1-57230-564-9 (9781572305649)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
06/2000
1st Edition
Guilford Publications
€64.00
Article not available at the moment
Person
Keith E. Stanovich , PhD, is currently Professor of Human Development and Applied Psychology at the Ontario Institute for Studies in Education of the University of Toronto. He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, and in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association. Stanovich is a Fellow of the American Psychological Association (Divisions 3 & 15), the American Psychological Society, and the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences. He is the author or editor of two previous books.
Content
Contents
Foreword, Isabel L. Beck
Preface
I. The Role of Context Effects in Models of Reading
1. Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context
2. Automatic Contextual Facilitation in Readers of Three Ages
Richard F. West and Keith E. Stanovich
3. Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency
4. The Interactive Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psychology
II. Phonological Sensitivity and the Phonological Core Deficit Model
5. Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processing
6. Assessing Phonological Awareness in Kindergarten Children: Issues of Task
Comparability
with Anne E. Cunningham and Barbara Cramer
7. Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model
8. The Phenotypic Performance Profile of Reading-Disabled Children: A Regression-Based Test of the Phonological-Core Variable-Difference Model
with Linda S. Siegel
III. Matthew Effects in Reading
9. Tying It All Together: A Model of Reading Acquisition and Reading Difficulty
10. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
IV. The Importance of Word Recognition in Models of Reading
11. The Word Recognition Module
12. Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automaticity, and Modularity
V. The Cognitive Consequences of Literacy
13. Measuring Print Exposure: Attempts to Empirically Track Rich Get
Richer Effects
14. Exposure to Print and Orthographic Processing,
with Richard F. West
15. Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligence
16. Literacy Experiences and the Shaping of Cognition, Stanovich,
with Anne E. Cunningham and Richard F. West
VI. Discrepancy Definitions of Reading Disability
17. Reading Disability Classification: Are Reforms Based on Evidence Possible?
18. Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?
VII. The Reading Instruction Debate: Comments on the Reading Wars
19. Putting Children First by Putting Science First: The Politics of Early Reading Instruction
20. Romance and Reality
21. 25 Years of Research on the Reading Process: The Grand Synthesis and What It Means for Our Field
Foreword, Isabel L. Beck
Preface
I. The Role of Context Effects in Models of Reading
1. Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context
2. Automatic Contextual Facilitation in Readers of Three Ages
Richard F. West and Keith E. Stanovich
3. Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency
4. The Interactive Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psychology
II. Phonological Sensitivity and the Phonological Core Deficit Model
5. Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processing
6. Assessing Phonological Awareness in Kindergarten Children: Issues of Task
Comparability
with Anne E. Cunningham and Barbara Cramer
7. Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model
8. The Phenotypic Performance Profile of Reading-Disabled Children: A Regression-Based Test of the Phonological-Core Variable-Difference Model
with Linda S. Siegel
III. Matthew Effects in Reading
9. Tying It All Together: A Model of Reading Acquisition and Reading Difficulty
10. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
IV. The Importance of Word Recognition in Models of Reading
11. The Word Recognition Module
12. Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automaticity, and Modularity
V. The Cognitive Consequences of Literacy
13. Measuring Print Exposure: Attempts to Empirically Track Rich Get
Richer Effects
14. Exposure to Print and Orthographic Processing,
with Richard F. West
15. Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligence
16. Literacy Experiences and the Shaping of Cognition, Stanovich,
with Anne E. Cunningham and Richard F. West
VI. Discrepancy Definitions of Reading Disability
17. Reading Disability Classification: Are Reforms Based on Evidence Possible?
18. Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?
VII. The Reading Instruction Debate: Comments on the Reading Wars
19. Putting Children First by Putting Science First: The Politics of Early Reading Instruction
20. Romance and Reality
21. 25 Years of Research on the Reading Process: The Grand Synthesis and What It Means for Our Field