Free Delivery Over $100
|
|
|||
|
||||
OverviewWriting is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education.The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders. Full Product DetailsAuthor: Alexander Pollatsek (Professor Emeritus, Professor Emeritus, Department of Psychology, University of Massachusetts-Amherst) , Rebecca Treiman (Burke and Elizabeth High Baker Professor of Child Developmental Psychology, Burke and Elizabeth High Baker Professor of Child Developmental Psychology, Washington University)Publisher: Oxford University Press Inc Imprint: Oxford University Press Inc Dimensions: Width: 19.70cm , Height: 3.00cm , Length: 26.20cm Weight: 1.086kg ISBN: 9780199324576ISBN 10: 0199324573 Pages: 520 Publication Date: 27 August 2015 Audience: College/higher education , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsPart I. Introduction 1. Introduction Alexander Pollatsek and Rebecca Treiman 2. Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman 3. Visual Word Recognition Melvin J. Yap and David A. Balota 4. The Work of the Eyes during Reading Elizabeth R. Schotter and Keith Rayner Part II. Words 5. Visual Word Recognition in the Bayesian Reader Framework Sachiko Kinoshita 6. Neighborhoods and Word Reading Manuel Perea 7. Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations Ram Frost 8. The Nature of Lexical Representation in Visual Word Recognition Marcus Taft 9. Are Polymorphemic Words Processed Differently from Other Words during Reading? Jukka Hyönä 10. Literacy and Literacy Development in Bilinguals Debra Jared 11. Individual Differences among Skilled Readers: The Role of Lexical Quality Sally Andrews 12. What Acquired Dyslexia Reveals about Reading in the Mind and Brain Anna Woollams Part III. Sentences and Texts 13. The Role of Sound in Silent Reading Alexander Pollatsek 14. Reading Sentences: Syntactic Parsing and Semantic Interpretation Adrian Staub 15. Models of Discourse Comprehension Edward O'Brien and Anne Cook 16. How Is Information Integrated across Fixations in Reading? Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge 17. The Role of Words in Chinese Reading Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek 18. Direct Lexical and Non-Lexical Control of Fixation Duration in Reading Eyal Reingold, Heather Sheridan, and Erik Reichle 19. E-Z Reader: A Sketch of the Reading Architecture Erik Reichle and Heather Sheridan Part IV. Development 20. How Children Learn to Read Words Linnea C. Ehri 21. Children's Spelling Development: Theories and Evidence S. Hélène Deacon and Erin Sparks 22. Learning to Read and Spell Words in Different Writing Systems Markéta Caravolas 23. Children's Reading Comprehension and Comprehension Difficulties Jane Oakhill, Molly S. Berenhaus, and Kate Cain 24. Etiology of Dyslexia Bruce Pennington and Robin Peterson 25. How Learning to Read Influences Language and Cognition Regine Kolinsky Part V. Instruction 26. Young Children's Home Literacy Experiences Monique Sénéchal 27. Reading Instruction in the Primary Grades Carol Connor and Stephanie Al Otaiba 28. African American English and Its Link to Reading Achievement Holly K. Craig 29. Teachers' Knowledge about Reading Development and Instruction Anne Cunningham and Colleen Ryan O'Donnell 30. Adolescent Literacy: Development and Instruction Susan R. Goldman and Catherine E. Snow IndexReviewsAuthor InformationAlexander Pollatsek, Ph.D., is Professor Emeritus in the Department of Psychology at the University of Massachusetts, Amherst. Rebecca Treiman, Ph.D., is Burke and Elizabeth High Baker Professor of Child Developmental Psychology at Washington University in St. Louis. Tab Content 6Author Website:Countries AvailableAll regions |
||||
