Malden, MA : Blackwell Pub., 2005.
- xiv, 661 p. : ill. ; 26 cm.
Includes bibliographical references (p. -642) and indexes.
- List of Contributors.Preface.Acknowledgments.Part I: Word Recognition Processes in Reading:.Editorial Part I.1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia).2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University).3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario).4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi Kloos (Arizona State University).5. Eye Movements During Reading: Keith Rayner, Barbara J. Juhasz, and Alexander Pollatsek (University of Massachusetts).Part II: Learning to Read and Spell:.Editorial Part II.6. Theories of Learning to Read: Brian Byrne (University of New England, Australia).7. Writing Systems and Spelling Development: Rebecca Treiman and Brett Kessler (Washington University in St Louis).8. Development of Sight Word Reading: Phases and Findings: Linnea C. Ehri (Graduate Center of the City University of New York).9. Predicting Individual Differences in Learning to Read: Judith A. Bowey (University of Queensland).10. Social Correlates of Emergent Literacy: Beth M. Phillips and Christopher J. Lonigan (Florida Center for Reading Research, Florida State University).11. Literacy and Cognitive Change: Jose Morais and Regine Kolinsk (Universite Libre de Bruxelles, Belgium).Part III: Reading Comprehension:.Editorial Part III.12. Comprehension: Walter Kintsch and Katherine A. Rawson (University of Colorado).13. The Acquisition of Reading Comprehension Skill: Charles A. Perfetti, Nicole Landi and Jane Oakhill (University of Pittsburgh).14. Children's Reading Comprehension Difficulties: Kate A. Nation (University of Oxford).Part IV: Reading in Different Languages:.Editorial Part IV.15. Orthographic Systems and Skilled Word Recognition Processes in Reading: Ram Frost (The Hebrew University, Israel).16. Early Reading Development in European Orthographies: Philip H. K. Seymour (University of Dundee, UK).17. Learning to Read in Chinese: J. Richard Hanley (University of Essex, UK).18. The Nature and Causes of Dyslexia in Different Languages: Marketa Caravolas (University of Liverpool).Part V: Disorders of Reading and Spelling:.Editorial Part V.19. Developmental Dyslexia: Frank R. Vellutino and Jack M. Fletcher (State University of New York, at Albany).20. Learning to Read with a Hearing Impairment: Jacqueline Leybaert (Universite Libre de Bruxelles, Belgium).21. Learning to Read with a Language Impairment: Margaret J. Snowling and Charles Hulme (University of York, UK).22. Acquired Disorders of Reading: Matthew A. Lambon Ralph (University of Manchester) and Karalyn Patterson (University of Cambridge).23. Spelling Disorders: Cristina Romani (University of Aston, UK), Andrew Olson (University of Birmingham, UK), and Anna Maria DiBetta (University of Aston).Part VI: Biological Bases of Reading:.Editorial Part VI.24. Genetics of Dyslexia: Bruce F. Pennington (University of Denver) and Richard K. Olson (University of Colorado).25. Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia: Cathy J. Price (University College London) and Eamon McCrory (Institute of Psychiatry, UK).Part VII: Teaching Reading:.Editorial Part VII.26. Teaching Children to Read: What Do We Know About How To Do It?: Catherine E. Snow (Harvard Graduate School of Education) and Connie Juel (Stanford University).27. Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia: Joseph K. Torgesen (Florida Center for Reading Research at Florida State University).Glossary of Terms.References.Author Index.Subject Index.
- (source: Nielsen Book Data)
- Publisher's Summary:
"The Science of Reading: A Handbook" brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. This book provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction. It is divided into seven sections: Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; and, Teaching Reading Edited by well-respected senior figures in the field.
(source: Nielsen Book Data)
- Snowling, Margaret J.
Blackwell handbooks of developmental psychology.