Theories of Reading Development

Kate Cain | Lancaster University
Donald L. Compton | Florida State University
Rauno K. Parrila | University of Alberta
ISBN 9789027218117 | EUR 105.00 | USD 158.00
ISBN 9789027265647 | EUR 105.00 | USD 158.00
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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
Cited by

Cited by 15 other publications

Catts, Hugh W. & Yaacov Petscher
2022. A Cumulative Risk and Resilience Model of Dyslexia. Journal of Learning Disabilities 55:3  pp. 171 ff. DOI logo
Catts, Hugh W., Nicole Patton Terry, Christopher J. Lonigan, Donald L. Compton, Richard K. Wagner, Laura M. Steacy, Kelly Farquharson & Yaacov Petscher
2024. Revisiting the definition of dyslexia. Annals of Dyslexia DOI logo
den Ouden, Marije, Jos Keuning & Theo Eggen
2019. Fine-Grained Assessment of Children’s Text Comprehension Skills. Frontiers in Psychology 10 DOI 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. DOI logo
Gribova, Olga E. & Anna A. Almazova
2021. Close Gap Test Strategies for Students with Severe Speech Impairment. Integration of Education 25:2  pp. 340 ff. DOI logo
Grigorakis, Ioannis, Apostolos Kargiotidis, Angeliki Mouzaki & George Manolitsis
2022. Early oral language precursors of different types of reading difficulties in a consistent orthography. Frontiers in Education 7 DOI logo
Grigorakis, Ioannis & George Manolitsis
2021. Longitudinal effects of different aspects of morphological awareness skills on early spelling development. Reading and Writing 34:4  pp. 945 ff. DOI logo
Hiebert, Elfrieda H. & Laura S. Tortorelli
2022. The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts. The Elementary School Journal 122:4  pp. 557 ff. DOI logo
Li, Miao, George Georgiou, John R. Kirby, Jan C. Frijters, Wei Zhao & Tingzhao Wang
2023. Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology. Journal of Learning Disabilities 56:6  pp. 467 ff. DOI logo
Monster, Iris, Agnes Tellings, William J. Burk, Jos Keuning, Eliane Segers & Ludo Verhoeven
2022. Word Properties Predicting Children’s Word Recognition. Scientific Studies of Reading 26:5  pp. 373 ff. DOI logo
Rao, Chaitra, Sumathi T. A., Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre & Nandini Chatterjee Singh
2021. Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery). Annals of Dyslexia 71:3  pp. 439 ff. DOI logo
Shulver, Kurt D. & Nicholas A. Badcock
2021. Chasing the Anchor: A Systematic Review and Meta-Analysis of Perceptual Anchoring Deficits in Developmental Dyslexia. Journal of Speech, Language, and Hearing Research 64:8  pp. 3289 ff. DOI logo
Tan, Xueqing & Jun Song
2024. Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children. Brain Sciences 14:4  pp. 324 ff. DOI logo
Terry, Nicole Patton, Brandy Gatlin-Nash, Mi-Young Webb, S. Rebecca Summy & Rhonda Raines
2023. Revisiting the Fourth-Grade Slump among Black Children. The Elementary School Journal 123:3  pp. 414 ff. DOI logo
Yan, Dave
2021. A multiple baseline design for Chinese literacy intervention in Australian classrooms. The Australian Journal of Language and Literacy 44:1  pp. 17 ff. DOI logo

This list is based on CrossRef data as of 12 april 2024. 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.


Main BIC Subject

CJCR: Reading skills

Main BISAC Subject

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U.S. Library of Congress Control Number:  2017007488 | Marc record