The science of reading : a handbook

Author(s)

• Snowling, Margaret J.
• Hulme, Charles
• Nation, Kate

Bibliographic Information

The science of reading : a handbook

edited by Margaret J. Snowling, Charles Hulme, and Kate Nation

（Blackwell handbooks of developmental psychology）

Wiley-Blackwell, 2022

2nd ed.

Note

First edition published by John Wiley & Sons Ltd c2005

"This second edition first published 2022"--T.p. verso

[4] p. of col. plates at the end of the book

Includes bibliographical references and indexes

Summary: "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 Internatio

Description and Table of Contents

Description

Provides an overview of state-of-the-art research on the science of reading, revised and updated throughout 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.

Table of Contents

List of Contributors ix Prefacexv Acknowledgmentsxix Part I Word Recognition 1 1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives 5 Charles Perfetti and Anne Helder 2 Models of Word Reading: What Have We Learned? 36 Mark S. Seidenberg, Molly Farry- Thorn, and Jason D. Zevin 3 Word Recognition I: Visual and Orthographic Processing 60 Jonathan Grainger 4 Word Recognition II: Phonological Coding in Reading 79 Marc Brysbaert 5 Word Recognition III: Morphological Processing 102 Kathleen Rastle Part II Learning to Read and Spell 121 6 The Foundations of Literacy 125 Lorna G. Hamilton and Marianna E. Hayiou- Thomas 7 Learning to Read Words 148 Anne Castles and Kate Nation 8 Learning to Spell Words 165 Nenagh Kemp and Rebecca Treiman 9 Individual Differences in Learning to Read Words 186 Donald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, and Nuria Gutierrez 10 Teaching Children to Read 209 Robert Savage Part III Reading Comprehension 235 11 Reading Comprehension I: Discourse 239 Paul van den Broek and Panayiota Kendeou 12 Reading Comprehension II: Sentence Processing 261 Simon P. Liversedge, Chuanli Zang, and Feifei Liang 13 Modeling the Development of Reading Comprehension 280 Arne Lervag and Monica Melby- Lervag 14 Children's Reading Comprehension Difficulties 298 Kate Cain Part IV Reading in Different Languages 323 15 Reading and Reading Disorders in Alphabetic Orthographies 327 Marketa Caravolas 16 Reading and Reading Disorders in Chinese 354 Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, and Dora Jue Pan 17 Reading the Akshara Writing System 372 Sonali Nag Part V Disorders of Reading 391 18 Acquired Disorders of Reading and Writing 395 Anna Woollams, Matthew A. Lambon- Ralph, and Karalyn Patterson 19 Developmental Dyslexia 416 Richard K. Wagner, Fotena A. Zirps, and Sarah G. Wood 20 Comorbidity of Reading Disorders 439 Kristina Moll 21 Learning to Read with a Language or Hearing Impairment 460 Suzanne M. Adlof, Jessica Chan, Krystal Werfel, and Hugh W. Catts Part VI Biological and Social Correlates of Reading 487 22 The Genetics of Dyslexia: Learning from the Past to Shape the Future 491 Silvia Paracchini 23 Genetic and Environmental Influences on Learning to Read 515 Callie W. Little and Sara A. Hart 24 The Neurobiology of Literacy 533 Jason D. Yeatman Glossary 556 Index 569

by "Nielsen BookData"

Details

• NCID: BC1316606X
• ISBN:
  • 9781119705093
• LCCN: 2022008020
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Hoboken, NJ
• Pages/Volumes: xvii, 582 p., [4] p. of plates
• Size: 26 cm
• Classification:
  • LCC : LB1050
  • DC23 : 428.4
• Subject Headings:
  • LCSH : Reading
  • LCSH : Reading -- Research
  • LCSH : Reading, Psychology of
  • LCSH : Reading comprehension
  • LCSH : Reading disability
• Parent Bibliography ID:
  • BA55095702