Theories of Reading Development

Editors
| Lancaster University
| Florida State University
| University of Alberta
HardboundAvailable
ISBN 9789027218117 | EUR 105.00 | USD 158.00
 
e-Book
ISBN 9789027265647 | EUR 105.00 | USD 158.00
 
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially.

Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book.

The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
[Studies in Written Language and Literacy, 15]  2017.  vii, 534 pp.
Publishing status: Available
Table of Contents
Introduction
Kate Cain, Donald L. Compton and Rauno K. Parrila
2–4
Part I. Big questions
Introduction to big questions
Kate Cain, Donald L. Compton and Rauno K. Parrila
7–8
Integrating word processing with text comprehension: Theoretical frameworks and empirical examples
Joseph Z. Stafura and Charles A. Perfetti
9–32
Genetic and environmental influences on the development of reading and related skills
Richard K. Olson, Janice M. Keenan, Brian Byrne and Stefan Samuelsson
33–54
Early literacy across languages
Catherine McBride
55–74
Learning to read alphasyllabaries
Sonali Nag
75–98
Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read
Laura M. Steacy, Amy M. Elleman and Donald L. Compton
99–122
Part II. Typical development of word reading and underlying processes
Introduction to word reading
Donald L. Compton, Kate Cain and Rauno K. Parrila
125–126
Orthographic mapping and literacy development revisited
Linnea C. Ehri
127–146
Putting the learning into orthographic learning
Kate Nation and Anne Castles
147–168
Orthographic learning is verbal learning: The role of spelling pronunciations
Carsten Elbro and Peter F. de Jong
169–190
Learning to read morphologically complex words
Joanne F. Carlisle and Devin M. Kearns
191–214
Learning to read in a second language
Ludo Verhoeven
215–234
Part III. Typical development of comprehension and underlying processes
Introduction to reading comprehension
Kate Cain, Donald L. Compton and Rauno K. Parrila
237–238
Vocabulary, morphology, and reading comprehension
Mercedes Spencer, Jamie M. Quinn and Richard K. Wagner
239–256
Reading comprehension: What develops and when?
Kate Cain and Marcia A. Barnes
257–282
Development of reading comprehension: Change and continuity in the ability to construct coherent representations
Paul van den Broek and Panayiota Kendeou
283–306
Part IV. Atypical reading development
Introduction to atypical reading development
Rauno K. Parrila, Donald L. Compton and Kate Cain
309–310
Early identification of reading disabilities
Hugh W. Catts
311–332
Dyslexia and word reading problems
Rauno K. Parrila and Athanassios Protopapas
333–358
Children with specific text comprehension problems
Jane Oakhill and Kate Cain
359–376
Part V. Instruction and intervention
Introduction to instruction and intervention
Donald L. Compton, Rauno K. Parrila and Kate Cain
379–382
Starting from home: Home literacy practices that make a difference
Monique Sénéchal, Josée Whissell and Ashley Bildfell
383–408
Early reading interventions: The state of the practice, and some new directions in building causal theoretical models
Robert Savage and Emilie Cloutier
409–436
Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words
John R. Kirby and Peter N. Bowers
437–462
Reading comprehension instruction and intervention: Promoting inference making
Kristen L. McMaster and Christine A. Espin
463–488
Theoretically guided interventions for adolescents who are poor readers
Sharon Vaughn and Colby Hall
489–506
Child characteristics by instruction interactions, literacy, and implications for theory and practice
Carol McDonald Connor and Frederick J. Morrison
507–524
Index
525–534
Cited by

Cited by other publications

den Ouden, Marije, Jos Keuning & Theo Eggen
2019. Fine-Grained Assessment of Children’s Text Comprehension Skills. Frontiers in Psychology 10 Crossref logo
Fletcher, Jack M. & Elena L. Grigorenko
2017. Neuropsychology of Learning Disabilities: The Past and the Future. Journal of the International Neuropsychological Society 23:9-10  pp. 930 ff. Crossref logo

This list is based on CrossRef data as of 29 october 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJCR – Reading skills
BISAC Subject: LAN013000 – LANGUAGE ARTS & DISCIPLINES / Reading Skills
U.S. Library of Congress Control Number:  2017007488 | Marc record