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The science of reading : a handbook

Snowling, Margaret J., editor.

The science of reading : a handbook

Snowling, Margaret J., editor.

9781119705116

9781119705130

9781119705123

Second edition.

1 online resource (xvii, 582 pages) : illustrations (some color).

Wiley Blackwell handbooks of developmental psychology

Wiley-Blackwell handbooks of developmental psychology.

Front Matter -- Word Recognition. Word Recognition -- Progress in Reading Science / Charles Perfetti, Anne Helder -- Models of Word Reading / Mark S Seidenberg, Molly Farry-Thorn, Jason D Zevin -- Word Recognition I / Jonathan Grainger -- Word Recognition II / Marc Brysbaert -- Word Recognition III / Kathleen Rastle -- Learning to Read and Spell. Learning to Read and Spell -- The Foundations of Literacy / Lorna G Hamilton, Marianna E Hayiou-Thomas -- Learning to Read Words / Anne Castles, Kate Nation -- Learning to Spell Words / Nenagh Kemp, Rebecca Treiman -- Individual Differences in Learning to Read Words / Donald L Compton, Laura M Steacy, Yaacov Petscher, Valeria M Rigobon, Ashley A Edwards, Nuria Gutiérrez -- Teaching Children to Read / Robert Savage -- Reading Comprehension. Reading Comprehension -- Reading Comprehension I / Paul Broek, Panayiota Kendeou -- Reading Comprehension II / Simon P Liversedge, Chuanli Zang, Feifei Liang -- Modeling the Development of Reading Comprehension / Arne Lervåg, Monica Melby-Lervåg -- Children's Reading Comprehension Difficulties / Kate Cain -- Reading in Different Languages. Reading in Different Languages -- Reading and Reading Disorders in Alphabetic Orthographies / Markéta Caravolas -- Reading and Reading Disorders in Chinese / Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, Dora Jue Pan -- Reading the Akshara Writing System / Sonali Nag -- Disorders of Reading. Disorders of Reading -- Acquired Disorders of Reading and Writing / Anna Woollams, Matthew A Lambon-Ralph, Karalyn Patterson -- Developmental Dyslexia / Richard K Wagner, Fotena A Zirps, Sarah G Wood -- Comorbidity of Reading Disorders / Kristina Moll -- Learning to Read with a Language or Hearing Impairment / Suzanne M Adlof, Jessica Chan, Krystal Werfel, Hugh W Catts -- Biological and Social Correlates of Reading. Biological and Social Correlates of Reading -- The Genetics of Dyslexia / Silvia Paracchini -- Genetic and Environmental Influences on Learning to Read / Callie W Little, Sara A Hart -- The Neurobiology of Literacy / Jason D Yeatman -- Glossary -- Index

"As the eponymous title The Science of Reading suggested, the aim of the first edition of this handbook was to bring together scientific studies of reading into a state-of-the-art review. The preface of that volume stated "The science of reading is mature and healthy as the contributions to this volume make clear." Our aim in this second edition remained the same - to bring together scientific studies of reading into an updated overview of the field; as we shall see, old questions have been answered and new questions have arisen as understanding of the complexities of reading has deepened, driven by theoretical insights and methodological advances. Although advances in knowledge are expected in an active research field, the rise of The Science of Reading as a movement aiming to use empirical evidence from scientific studies of reading to inform education and teacher knowledge, and to translate from the laboratory to the classroom was unanticipated by the first edition of this handbook. The International Literacy Association defines the Science of Reading as "a corpus of objective investigation and accumulation of reliable evidence about how humans learn to read and how reading should be taught." Not every reading scientist is working on developmental issues and even fewer focus on the translation of research findings to practice. We believe it is important that research continues at a basic and "laboratory level." However, knowledge gained from basic science can and should be used to inform instructional approaches - and this is the difficult part. Reading practitioners have an important role to play in partnership with researchers by providing vital expertise about classrooms, cultures, and contexts, factors often downplayed in cognitive models. It is only when these are understood that it will be possible to implement evidence-based programs of literacy instruction that are sustainable in communities and cultures around the world."-- Provided by publisher.

John Wiley and Sons

Reading.

Reading -- Research.

Reading, Psychology of.

Reading

Lecture.

Lecture -- Recherche.

Lecture -- Psychologie.

Reading, Psychology of

Reading -- Research

Snowling, Margaret J.,

Hulme, Charles,

Nation, Kate,

https://onlinelibrary.wiley.com/doi/book/10.1002/9781119705116