The science of reading : a handbook / edited by Margaret J. Snowling, Charles Hulme, Kate Nation.

• Part I : Word Recognition -- 1: Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives / Charles Perfetti, Anne Helder -- 2: Models of Word Reading: What Have We Learned? / Mark S. Seidenberg, Molly Farry-Thorn, Jason D. Zevin -- 3: Word Recognition I: Visual and Orthographic Processing / Jonathan Grainger -- 4: Word Recognition II: Phonological Coding in Reading / Marc Brysbaert -- 5: Word Recognition III: Morphological Processing / Kathleen Rastle -- Part II : Learning to Read and Spell -- 6: The Foundations of Literacy / ?Lorna G. Hamilton, Marianna E. Hayiou-Thomas -- 7: Learning to Read Words / ?Anne Castles, Kate Nation -- 8: Learning to Spell Words / Nenagh Kemp, Rebecca Treiman -- 9: Individual Differences in Learning to Read Words / Donald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, Nuria Gutiérrez -- 10: Teaching Children to Read / Robert Savage. 
• Part III : Reading Comprehension -- 11: ?Reading Comprehension I: Discourse / ?Paul van den Broek, Panayiota Kendeou -- 12: Reading Comprehension II: Sentence Processing / Simon P. Liversedge, Chuanli Zang, Feifei Liang -- 13: Modeling the Development of Reading Comprehension / Arne Lervåg, Monica Melby-Lervåg -- 14: Children's Reading Comprehension Difficulties / ?Kate Cain -- Part IV : Reading in Different Languages -- 15: Reading and Reading Disorders in Alphabetic Orthographies / ?Markéta Caravolas -- 16: Reading and Reading Disorders in Chinese / Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, Dora Jue Pan -- 17: Reading the Akshara Writing System / Sonali Nag. 
• Part V : Disorders of Reading -- 18: Access?Acquired Disorders of Reading and Writing / Anna Woollams, Matthew A. Lambon-Ralph, Karalyn Patterson -- 19: ?Developmental Dyslexia / Richard K. Wagner, Fotena A. Zirps, Sarah G. Wood -- 20: Comorbidity of Reading Disorders / Kristina Moll -- 21: Learning to Read with a Language or Hearing Impairment / ?Suzanne M. Adlof, Jessica Chan, Krystal Werfel, Hugh W. Catts -- Part VI : Biological and Social Correlates of Reading -- 22: The Genetics of Dyslexia: Learning from the Past to Shape the Future / Silvia Paracchini -- 23: Genetic and Environmental Influences on Learning to Read / Callie W. Little, Sara A. Hart -- 24: The Neurobiology of Literacy / ?Jason D. Yeatman. 

• The Science of Reading presents the most recent advances in the study of reading and related skills. Bringing together contributions from a multidisciplinary team of experts, this comprehensive volume reviews theoretical approaches, stage models of reading, cross-linguistic studies of reading, reading instruction, the neurobiology of reading, and more. Divided into six parts, the book explores word recognition processes in skilled reading, learning to read and spell, reading comprehension and its development, reading and writing in different languages, developmental and acquired reading disorders, and the social, biological, and environmental factors of literacy. The second edition of The Science of Reading is extensively revised to reflect contemporary theoretical insights and methodological advances. Two entirely new chapters on co-occurrence and complexity are accompanied by reviews of recent findings and discussion of future trends and research directions. Updated chapters cover the development of reading and language in preschools, the social correlates of reading, experimental research on sentence processing, learning to read in alphabetic orthographies, comorbidities that occur frequently with dyslexia, and other central topics. Demonstrates how different knowledge sources underpin reading processes using a wide range of methodologies. Presents critical appraisals of theoretical and computational models of word recognition and evidence-based research on reading intervention. Reviews evidence on skilled visual word recognition, the role of phonology, methods for identifying dyslexia, and the molecular genetics of reading and language. Highlights the importance of language as a foundation for literacy and as a risk factor for developmental dyslexia and other reading disorders?Discusses learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment?Describes the role of contemporary analytical tools such as dominance analysis and quantile regression in modelling the development of reading and comprehension. Part of the acclaimed Wiley Blackwell Handbooks of Developmental Psychology series, the second edition of The Science of Reading: A Handbook remains an invaluable resource for advanced students, researchers, and specialist educators looking for an up-to-date overview of the field. 

Ämnesord

Läsning  (sao)

Läsförståelse  (sao)

Läshinder  (sao)

Reading.  (LCSH)

Reading, Psychology of.  (LCSH)

Reading comprehension.  (LCSH)

Reading disability.  (LCSH)

Reading  (LCSH)

Reading disability  (LCSH)

Reading comprehension  (LCSH)

Klassifikation

428.4 (DDC)

Fe.062 (kssb/8 (machine generated))