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Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 525–534

Index

A

  • activation 10, 24–25, 221, 288, 372, 435, 493
    • background knowledge 25, 467–468, 471–472, 478, 493
    • meaning, semantic networks 16, 363–368, 372
    • neural activation 84–85, 270, 273
    • phonological representations, codes 161, 170, 183, 221, 339
  • agent-based models 350, 520
  • akshara 57, 75–93, 95–97
  • akshara-phonology mapping 76–81, 84, 86–87, 91–93
  • alphabet 57, 59–60, 63
    • knowledge of 135, 142, 151, 383–384, 387–389, 392–393, 399–402, 411, 415
    • teaching of 391–394, 398–401, 411, 417
  • alphabet-centric theories 89, 93
  • alphabetic see also decoding
    • principle 147, 157, 507
    • spelling, writing 56, 65
  • analogical reasoning 99, 102, 104–106, 108–111, 113, 115–116, 193
  • anaphoric processes 17–18
  • aptitude 239, 245, 247, 249
    • aptitude by treatment interaction (ATI) 507–509, 519
  • articulation 127, 131, 133–134, 149–150, 175–176, 179, 338, 340
  • assessment 211, 241, 242, 263, 366, 320–321, 499
    • dynamic assessment 323–234
  • Assessment-to-instruction (A2i) software 512–518, 520
  • attention 105–106, 127, 129, 264, 286–287, 291–292, 294, 318, 337, 340, 388
    • ADHD318
    • visual attention 14, 152, 316, 339–340, 343
  • auditory
    • perception 133, 179, 219–220, 226, 336, 338, 340
    • processing 226, 338–339

B

  • birectional coupling model 249–250
  • bilingualism 83, 215–224, 226–229
  • bio-ecological theory 510, 519
  • book exposure 386, 392 ; see also print exposure
  • book reading see also home literacy shared reading
    • dialogic 388, 414–415, 424–425
    • independent241
    • interactive book reading 415, 433

C

  • child characteristics by instruction interaction (CXI) 507–521
  • Chinese characters, character recognition 56–59, 62–68, 90, 222, 226, 389, 393
  • coherence
    • of representation 10, 12, 16–18, 25–26, 108, 257–260, 265, 272, 283–285, 288–292, 294–295, 359–361, 364–366, 464–466, 468, 475, 477–479, 481, 483, 491–493
    • standards of coherence 283–289, 291,292, 465
    • text coherence 10, 16, 20, 263, 466–467
      • text coherence interventions 466–467
  • cohesion64
    • of text 286, 364
  • cognitive load 266–267, 270, 272–273, 454
  • comorbidity 346–347
  • comprehension see also language comprehension; interventions – comprehension; listening comprehension
    • bottom-up processes in comprehension 9, 12, 22, 103–104, 110
    • development 257–274, 283–295
    • difficulties 12–13, 100–101, 225, 262, 267, 314–315, 318–319, 322, 355, 359–373, 469, 476, 490–502 see also poor comprehenders
      • word-level sources of 362–363
    • environmental influences 37–44
    • genetic influences 37–44
    • integration processes 12, 16, 223, 259, 261–263, 267–268, 275, 284, 288, 359, 362–363, 370, 468, 493
      • word-to-text integration 14–26, 215, 223, 360, 362, 368
    • instruction 203–204, 365, 463–483, 495–496, 499
      • content area 489, 501
      • content-focused 464, 466–469, 471, 473, 478–479
      • questioning 294, 468–469, 471, 475–476
        • strategy instruction
          • pre-teaching activities 467–468
          • self-questioning 470–472
          • thinking aloud 424, 469–470, 478
    • L2 215, 219–229
    • monitoring 248, 260–261, 288, 368, 372, 423, 474, 492
    • narrative comprehension 266, 269 ; see also narrative texts
    • theories of 9–26, 258–265, 269, 271–274, 359–361, 481, 491–493
      • construction-integration model 9–10, 12, 18, 24, 493
      • landscape model 10, 493
  • connectionist models 103–104, 108, 156, 182–183, 451
  • consolidated alphabetic phase132
  • cross-language, cross-linguistic
    • literacy learning 55–68
    • influences, transfer 218–229

D

  • decoding 12, 22, 47, 102, 127–131, 139, 147–155, 162, 182, 195, 246–247, 289–290, 343, 399, 411, 413, 416, 429, 491
    • akshara 79, 82, 85, 88–90
    • alphabetic 147, 151, 170
    • context-dependent decoding rules 100, 108
    • context-independent decoding rules 100, 108
    • instruction 100, 132, 142, 426, 441, 445–446, 470, 497–498, 507–508, 510–513 see also phonics
      • embedded picture mnemonics 135–136
    • environmental influences 37–44
    • genetic influences 37–44
    • phonological 33, 37, 39, 77, 148–153, 155, 157, 162, 191, 336, 340, 343, 448–449
    • polymorphemic words 200, 203, 205, 212, 214, 497
    • pseudoword 42, 336
    • word 38, 40–41, 79, 88–90, 170, 363, 372
      • second language learners 218–228
  • developmental 33, 39, 270, 288, 294, 465
    • disorders 309, 333, 344–346
    • theories 2, 89, 191, 195, 271
      • adaptive systems, complex adaptive systems 519–520
      • developmental systems 348–351
      • developmental psychobiological systems349
      • dynamic systems 103–104, 289, 348, 350–351, 510, 519
      • risk-resilience framework317
  • diacritics 63–64, 68, 85, 90
  • dual process models of cognition270
    • Dual Route Cascaded model (DRC) 161, 164, 185
    • dual-route models 157, 342
      • CDP++161
  • dyslexia 59–60, 67, 105–106, 108, 180–181, 203, 211, 214, 312, 314–315, 318, 323, 361, 447–448, 450
    • acquired dyslexia342
    • developmental dyslexia 333–351
      • definition 12, 333–335
      • neurophysiological account345
    • familial forms of 312, 318, 345
    • phonological dyslexia 106, 341–344
    • surface dyslexia 341–342
    • theories of
      • auditory processing deficit 338–339
      • cerebellar dysfunction theory 316–317
      • double-deficit theories 318, 343
      • multiple-deficit models 344–350
        • probabilistic multiple deficit models (PMDM) 345–346, 349–350
        • intergenerational multiple deficit model (iMDM) 347–350
      • phonological deficit 180, 315, 335–336
      • rapid naming deficit 337–338
      • single-cause theories 335–341
      • visual attention span 152, 316, 339–340, 343

E

  • educational technology 427–428
  • embodied cognition 257, 270, 273–274
  • engagement 265, 318, 463, 493, 495, 502, 518
  • English-language learners (ELLs) 215–224, 226–227, 243, 323, 448, 455
  • environment 33–36, 39–42, 44–49, 58–59, 101–103, 105–106, 109, 112–114, 156, 159, 229, 292, 312, 344–345, 347–349, 509–510
    • home environment 347–348, 383, 385 ; see also home literacy environment
    • shared environment 33, 35–36, 39–42, 44, 46, 49, 386
    • non-shared environment 34, 36
  • environmental influences 33–34, 36–45, 47, 312, 333, 346, 349, 383, 406
    • risk factors 312, 346–348
    • protective factors 317, 346–348
  • environmental print 130–131
  • environmental range 34, 42, 45, 49
  • etymology 79, 447, 450, 455
  • executive functions 18, 105, 110, 263–265, 268, 272, 285, 292, 519 ; see also attention; inhibitory control; memory
  • expository texts 272, 286, 473–474

F

  • family history, risk
    • of dyslexia 312, 318
    • of reading difficulties 311–312, 315, 324
  • frequency
    • base word 202–203, 211–212
    • derived word 202, 211–212
    • letter combinations, bigrams 196, 200, 213
    • morphemes198
    • orthographic neighbour105
    • surface 211–212
    • word 88, 128, 137, 139, 158, 160, 162, 182, 200, 202–204, 211–214
    • word family 202, 211
  • frequency of reading 107, 394, 397, 402
  • French immersion 219, 226, 293
  • full alphabetic phase 130–132

G

  • genetics 33–49, 157, 311–312, 344–350, 386
    • association studies 311, 344
    • behavior-genetic studies 33–36, 45–47
    • endophenotype 315–316
    • evocative gene-environment correlations 347–348
    • gene-environment correlation 47, 49, 345–348
    • genetic influences 33–34, 38, 41–42, 45, 47, 49–51, 53
    • twin studies 34–49, 157, 311, 386
  • genres
    • expository see expository texts
    • narrativesee narrative texts
  • grammar 41, 61–62, 216, 224, 260, 314–315, 363, 443
  • grammatical function, role 191, 193–194, 196, 198, 201, 214, 242, 386, 441
  • grammatical class 201, 214
  • graphemes128
    • in Chinese syllable blocks 58, 64
    • complex graphemes 85, 89, 175, 182, 389
  • grapheme-phoneme
    • blends132
    • correspondences 102, 127–136, 142–143, 161, 179, 191, 195–197, 335–336, 429, 439
      • knowledge 106, 127, 130, 131, 133, 137, 139, 142, 147–148, 172–173, 411, 417, 422
      • teaching 112–113, 127, 133–136, 142–143, 156, 418–419
  • grapho-syllabic connections 131, 142
  • graphotactic constraints 112, 198
  • grit 265, 318–319

H

  • Head Start 217, 394
  • home literacy
    • activities
      • code-related (informal) 384–386, 388–392, 396, 398–401
      • meaning-related (formal) 384–386, 388–392, 396, 401
    • environment 58–59, 229, 383–402, 510
    • parent-child conversations 387–388
    • parent teaching 70, 385, 387–389, 391–399, 402
      • frequency of 387–388, 391–393
    • shared reading 59, 384–402, 414–415, 419, 427
      • dialogic 388, 414–415, 424–425
  • home literacy model 384–402
  • homophones 57, 148, 151, 159, 313

I

  • immersion see French immersion, Mandarin immersion
  • inferences 10–12, 17–18, 26, 89, 105–106, 109–110, 115, 247–248, 259–264, 266–269, 271–274, 284–292, 294, 359–372, 463–466, 468–473, 474–475, 478–480, 482–484, 487, 402
  • inhibitory control 264–265
  • instruction see also comprehension instruction; decoding instruction; morphological instruction; text structure instruction; vocabulary instruction; whole language instruction; writing instruction
    • articulatory awareness 131, 133–135
    • child-managed 511–513, 515
    • child/peer managed 511–513, 515
    • code-focused 511–513
    • differentiated instruction 515, 519
    • direct instruction 23, 100–101, 241
    • dual language 86–87, 216–217, 221, 225, 228
    • explicit instruction 92, 116, 156, 217, 317, 414, 435, 446, 450, 456, 468, 470, 507
    • literacy 58, 86, 91, 229, 421–422, 427–428, 442–443, 446, 449–451, 455–456, 507, 510–519, 521
    • individualized 321, 498–500, 515–519, 521
    • meaning-focused 511–513
    • multicomponent 417, 426
    • orthographic mapping 142–143
    • phonological awareness 217–218, 317, 411, 417
    • reading instruction 33–34, 40, 42–43, 45, 67, 81–82, 86, 91, 246, 261, 290, 311, 320, 334, 389, 393, 490
      • early 261, 320–321, 389, 490
      • classroom 81, 323, 438, 445, 471
      • in content areas 489, 494–497, 501
      • phonics 112–113, 133, 410–411, 417, 422, 429, 445–446, 448, 450, 510
      • quality of 33–34, 45, 48, 216, 317, 322
      • quantity 33–34, 45, 48, 511 , 514
      • secondary school 497–498
      • Tier 1 321, 497–498, 518
      • Tier 2 321, 518
      • Tier 3 321, 518
      • word reading 113, 140, 456, 511
    • research-based 321, 416
    • teacher/child managed 511–512, 516
  • instructional technology 411, 416, 427–428
  • intelligence, IQ (ability)
    • nonverbal 314, 394
    • verbal 239, 245, 247–250, 260, 492
  • interventions see also response to intervention; text coherence interventions
    • adolescent reading 489–502
    • comprehension 100–101, 423–426, 463–483, 489–502
    • content area reading 494–496
    • design 294–295, 320, 322, 409, 445
    • Dynamic Forecasting Intervention (DFI) 512–514, 517
    • early 100, 311, 315–317, 387–388, 409–421, 427–428, 447
    • efficacy 265, 297, 379, 425, 493–494, 497, 501, 505–506, 518
    • fluency 415, 424–427
    • individualized 317, 498–500
    • Individualizing Student Instruction intervention (ISI) 512, 515–518, 520, 522
    • inference generation 464, 466–480
    • instructional technology 416, 427–428
    • language 217, 297, 315, 322
    • morphology 413, 419, 425–426, 442, 446–447, 449–452
    • phonics 113, 410–412, 417–422, 428
    • phonological awareness412
    • read-aloud 415, 424, 435
    • reading difficulty/disability 45, 47–48, 49, 68, 100–101, 115–116, 321–322, 463, 470, 471, 490–491, 497–502, 509
    • school-based 409–428
    • shared/dialogic reading 387–388, 414–415, 425
    • vocabulary 100–101, 119, 246, 322, 414, 425, 429, 498, 516–517
    • Tier 2 323, 430, 518
    • Tier 3 430, 518
    • word reading 100, 116, 411, 418, 420–422, 429, 497–498
  • intervention studies 421–423, 429–430
  • irregular words 154–155, 161, 176–177, 214, 342
    • irregular spelling 63, 128, 175–176, 181, 184, 452

K

  • knowledge see also alphabet knowledge; grapheme-phoneme correspondences knowledge; letter knowledge; lexical knowledge; linguistic knowledge; morphological knowledge; orthographic knowledge; text structure knowledge; semantic knowledge; syntactic knowledge; vocabulary knowledge;
    • acquisition 105–106, 112, 163, 272, 274, 292, 494–496
    • application 270,493, 495–496
    • background 55, 258–259, 270, 283–288, 290, 292–293, 364–365, 464–465, 467–468, 471–472, 475, 478–479, 481, 483, 489, 493, 495, 501–502
    • causal 266, 270
    • domain 105–106, 112, 116, 260, 270, 280, 286
    • general 11–12, 245, 263, 271–273
    • genre 11, 286, 291
    • prior 24, 116, 184, 271, 286, 292–293, 360, 471–472, 485, 493
    • representation 263–264
    • revision 293, 299
    • print 39–41, 385, 387, 415
    • structures 99, 101–102, 104–106, 108, 115, 264, 271–272, 289, 293, 469
    • sublexical 156, 227
    • topic knowledge 286, 502
    • world knowledge 11, 41, 262, 287, 291, 387, 402, 493
    • writing system knowledge 11, 128–130, 142–143
  • knowledge-driven (top-down) processes 9–10

L

  • L2 reading acquisition 215–229
  • language
    • comprehension 22–23, 37–38, 40, 215, 223–224, 246, 263–264, 269, 273–274, 283–284, 295, 313–314, 361, 399, 491–492
    • impairments 172, 314, 323, 503
      • specific language impairment 115, 314
    • proficiency 218–219, 220, 225–228
    • transfer 219, 225–227, 229–230, 232–234
  • latent semantic analysis 109–110, 115
    • learning see also cross-language literacy learning; letter learning; orthographic learning; semantic learning; vocabulary learning
    • associative 109, 156, 174
    • co-operative423
    • environment 103, 156, 159, 292, 510
      • statistical 112–114
    • implicit 23, 112, 166
    • incidental 82, 90, 150, 163, 241
    • inductive 99–116
    • item-level, specific item-level 102, 106, 108, 110, 113, 429
    • mechanisms 99, 101–103, 105–106, 115, 156, 180, 463, 466, 477, 479, 481, 483
      • inductive 99–102, 104–107, 110–111, 115–116
      • analogical reasoning 104–106, 113
      • statistical 65, 73, 99, 102–106, 108–115, 143, 150, 155–156, 441
    • multiple strategy423
    • paired associate 38, 126, 156, 165–166, 168, 172–175, 181
    • peer-mediated 463, 477
    • rote 173, 183
    • rule 85, 110, 183
    • theories of 103, 109–110, 156, 195, 204, 273
    • verbal 169–170, 172, 174–175, 177, 180–181, 183–184
  • learning difficulties/disabilities 47, 49, 100, 161, 321–322, 481, 498
  • letter
    • frequency 65–66, 112, 197
    • knowledge 38–39, 42, 61, 91, 127–133, 135–137, 172–173, 218–219, 383, 385–389, 391–396, 399–402, 415, 492
      • letter name 39, 135, 172–173, 385–386, 411
      • letter sound 39, 61, 106, 108, 130, 136, 147–148, 172–184, 385–386, 411, 417, 422
    • learning
      • letter name 172–173
      • letter sound 169–174, 185
    • patterns 126, 170, 182, 195–197, 199
  • letter position coding 158–159
  • letter-sound correspondences 60, 67–68, 106, 127–130, 134–137, 169, 173, 410, 441
  • lexical
    • access 25, 127, 129, 131–132, 142, 368
    • competition 125, 158, 160
    • compounding 56–57, 62, 68
    • knowledge 25–26, 77, 79, 109, 147, 153, 155, 157, 162, 196, 199, 205, 222, 429
    • quality 13, 22, 129, 222–223, 225, 245, 261–262, 264, 313, 359, 362–363, 439, 451
    • representations 22, 81, 85, 100, 107–108, 147, 150, 163, 178–180, 195, 202, 245, 264, 270, 439
    • spelling 439, 452
    • tone 60, 67
  • lexical quality hypothesis (LQH) 13, 22, 245, 261–262, 313, 359, 362–363, 439, 451
  • lexical restructuring hypothesis218
  • lexicon 11, 13, 18, 23, 26, 100–101, 103, 106–108, 111, 126, 128, 132, 169–170, 175–184, 196, 200, 202, 215
  • linguistic
    • awareness 79, 194
    • knowledge 11–12, 105, 194, 359, 384–385, 491
  • listening comprehension 22, 37–38, 258, 260–263, 266, 313, 319, 360–361, 385, 423–424, 445
  • L2 223–225
  • literacy 48–49, 295, 430, 437–443, 456 see also home literacy; instruction – literacy
    • early 55–68, 111, 216–217, 220, 319–320, 384–402, 427–428
    • emergent 384–386
    • family literacy 416, 434
    • transfer of skills 225–227

M

  • Mandarin immersion 219, 226
  • Matthew effect 139, 420–422
  • memory 12–14, 17–19, 23–26, 58, 64, 68, 127–135, 137–143, 156–157, 163, 176, 179, 182, 192, 196, 200–202, 260, 292–293, 367, 369–371
    • for text 284, 288, 364, 366, 371, 464, 493
    • long-term memory 12–13, 105–106, 288–289
    • mnemonics 127, 135–137, 179 ; see also decoding - embedded picture mnemonics
    • phonological memory 68, 84, 86, 127–128, 138, 141, 216, 314–315
    • spelling memory/memory for 107, 130, 140–141, 148
    • verbal memory 41, 312
    • verbal short-term memory 38, 113, 319, 340, 492
    • visual memory82
    • working memory 18, 21, 105–106, 110, 138, 141, 215, 224–225, 245, 263–265, 268, 270–273, 284, 286, 288, 293, 340, 372
  • mental model 13, 16–17, 23–24, 237, 257, 267, 361, 363, 370, 464
  • metacognition 159, 224, 284, 418
  • metacognitive
    • abilities, skill 106, 162, 418
    • strategies284
  • metalinguistic awareness 215, 217, 228, 247–248
  • modeling
    • computational 109–110, 161–162, 350–351, 520
    • of behaviour 470, 482, 497
    • statistical 43, 224, 248–250, 395–396, 508, 511, 517, 520
  • monolingual children 216–218, 220–222, 243
  • morpheme, morphemes 56, 61–62, 78, 107, 128, 171, 182, 191–204, 212–214, 241–242, 438–439, 442–455
    • affix 131–132, 193, 198–201, 213, 241, 442–445
      • prefix 61, 191–192, 198, 201, 214, 241, 442–443, 451–452, 455
      • suffix 61, 191–192, 198, 201, 204, 211–214, 241–242, 244, 442–443, 451–455
    • base 61, 193, 195, 198, 200–204, 211–214, 440–445, 452–453, 455
    • bound 191, 198, 241, 441–443, 455
    • compound words 56–57, 61–62, 191–193, 200–201, 442–443 ; see also lexical compounding
    • free 191, 198, 241
    • derivations 56, 61–62, 192–193, 200, 211, 241–243, 441–442
    • inflections 61–62, 88, 192–193, 200, 241–242, 442
    • monomorphemic words 193, 205
    • polymorphemic words 192–193, 195, 197, 199–206, 211–214 ; see also decoding polymorphemic words
  • morpheme
    • familiarity 201–202
    • frequency 182, 198, 202–203, 212
    • opacity451
    • orthographic consistency 442–443, 445–446, 455
    • morphological
    • analysis 69, 194–195, 200, 203, 441, 443–444, 454, 456
    • awareness 56–57, 90, 106, 162, 193–194, 199, 201–204, 212–214, 219, 221–222, 225, 227–228, 240–244, 248, 413, 425–426, 428, 438, 441, 444, 446, 449
    • knowledge 62, 103, 105, 115, 162, 191–196, 204–205, 213–214, 224, 242–243, 426, 437–442, 446, 448, 451–452, 455–456
    • synthesis443
  • morphological instruction 68, 380, 413, 425–426, 431, 437–452, 454–456, 458–459
    • age and ability of learners 446–448
    • effects of 68, 431, 438, 442, 444–446, 449, 451, 456, 458–459
    • integration 443, 449–450, 452, 455
    • word matrix 452, 454
    • word sums 452, 454
  • morphologically complex words 162, 191–192, 194, 196, 198–202, 204–206, 242, 244, 450–451
  • morphology 11, 61, 191–192, 195, 199–200, 203–204, 228, 239, 413, 419, 425–426, 428–429, 437–443, 446–447, 449–452, 455–456
    • automatic morphological processing 195, 438, 440–441
    • binding agent theory 439–440, 445, 448–451, 456
  • morphophonemic
    • nature of English orthography 241, 419, 437–438, 446, 450–451
    • principle446
  • motivation 48, 265, 268–270, 319, 402, 418–419, 451, 493, 502, 518–519
  • multi-tiered systems of support518 see also response to intervention

N

  • narrative texts 14, 20, 257, 260, 269, 272–273, 286, 475
  • neuroimaging 84, 345
  • nonword reading 38, 85, 112, 182

O

  • onset, onsets 197, 219, 222, 226, 338
    • awareness 219, 222
    • onset-rime awareness 219, 231
  • oral language 38, 40, 82, 102, 114, 215, 220, 223–225, 241, 263, 283, 312–313, 317–319, 334, 383–391, 394–395, 398–399, 401–402, 415, 446, 451
  • oral reading fluency 46, 224, 420, 476, 497
  • orthographies (writing systems) 55–58, 62–63, 65–67, 82, 177–178, 221, 342, 389, 392, 397, 418–419, 439
    • akshara 8, 79–82, 84–86, 89, 91
    • alphabetic 57, 60–62, 65–66, 82–83, 149, 171–172, 199, 226, 333, 389, 392
    • alphasyllabaries 75–93
    • artificial156
    • contained 57, 90–91
    • consistent 389, 392
    • deep 56, 418–419, 422
    • extensive 57, 90–91
    • Indian, Indic 63, 75–78, 91
    • opaque 80, 221, 424, 492
    • regular149
    • shallow 56, 227, 418
    • transparent 80, 149, 221
  • orthographic
    • code 107, 151, 158, 176, 180, 182–183, 184, 489
    • consistency 82, 197, 342, 389, 392, 445
    • conventions 150, 152–153, 155, 179, 184, 441–442
    • depth 89, 229, 492
      • hypothesis 418–419
    • knowledge 11–13, 62, 64, 101, 106, 108, 112, 132, 138, 148, 150–152, 155, 157, 169, 182, 197, 224, 226–227, 336
    • learning 81–82, 89, 91–93, 99, 102, 104–108, 111, 114–115, 147–163, 169–170, 176, 180–184, 226–227, 429, 442
    • mapping 84–87, 89, 91–93, 127–142
    • processing 151–153, 158–160, 162, 205, 220, 226–227, 335, 441
    • representations 23, 78–80, 85, 87, 93, 100, 106, 151–152, 155, 161, 176, 181, 196, 202, 245, 262, 270, 284, 313, 439
    • shifts 202, 242, 443
    • transparency 80, 193, 424
  • orthography-phonology connection, conversion 12, 80, 104, 106–108, 183, 195, 201 ; see also akshara-phonology mapping

P

  • paraphrase effect 16–19, 22, 26
  • parent education 36–37, 42, 59, 348, 393, 395–397
  • partial alphabetic phase 130–133, 135–136, 142
  • personality characteristics 265, 318–319
  • phase theory 130–132, 195
  • phenotype 344, 347
  • phenotypic
    • variance36
    • stability39
  • phoneme128
    • articulatory features of 127, 133
    • awareness/phonemic awareness 60, 67, 82–84, 86–87, 106, 129–131, 133–135, 142, 170–172, 217–219, 221, 393, 395–396, 398, 401, 411–412, 417
    • blending 60, 85, 129, 131, 176–177, 179, 218, 420
    • identification 171, 336
    • manipulation 86–87, 93, 171, 218–219, 335
    • markers 77–79, 81, 85–86, 93
    • representation 79, 133–134, 171, 336
    • segmenting 102, 129–134, 141–142, 171, 335, 428
  • phonetic
    • radicals 62, 64–65
    • spellings 131–134, 136, 439
    • differences218
    • variants 179, 198
    • perception338
  • phonics 57, 61, 112, 409–412, 417–420, 422–423, 428–429, 447–448, 450, 507, 510–511
  • phonological
    • access 12, 60, 82, 84, 171, 336, 338–339
    • awareness 33, 37, 39, 41, 57, 60–61, 171, 176, 194, 213, 217–222, 224–226, 228–229, 245, 247, 312, 315–319, 323, 334–338, 340, 384–386, 388, 391, 411–413, 415, 417, 419, 426–427, 441, 446, 449, 492, 511
    • deficit 318, 334–337, 339–340, 343–344, 449
      • phonological deficits hypothesis315
    • form 154–156, 160, 172, 175, 216, 313
    • processing 13, 60–61, 65, 68, 86–88, 93, 111, 156–158, 172, 220–221, 247, 315–317, 337, 447–449
      • deficit 315–316, 334–335, 343
      • segmental 56, 59–61
      • suprasegmental 59–61, 68
    • recoding 181–182, 429
    • representation(s) 12, 62, 78, 83, 86, 88, 107, 133–134, 139, 141–142, 161, 169–172, 174–184, 193, 221, 262, 270, 284, 315, 336, 338–340
    • sensitivity 56–61, 415
    • shifts 193, 201–202, 242, 443, 451
    • transparency 126, 193, 204, 211
  • phonology 56, 82, 182, 191, 204, 219–220, 228, 242, 270, 313, 392, 429, 438–441, 447–452, 455
  • poor comprehenders 41, 88, 100, 110, 315, 361–365, 367–370, 466, 470–471 ; see also comprehension difficulties
  • poor readers 40, 80, 84, 86–87, 138–141, 202–203, 211–214, 244, 249, 336–337, 425, 429, 448, 468–469 see also comprehension difficulties; dyslexia; reading difficulties/disabilities; word reading difficulties
    • adolescent 489–502
    • persistently 249, 334, 500
  • pre-alphabetic phase 130–131, 133, 135–136
  • pre-reading skills 39–41
  • print exposure 33, 47, 59, 106, 153, 157, 162, 265, 270, 369
  • processing speed 318, 337
  • progress monitoring 321, 323, 499, 514
  • propositions 13–14, 24, 493
  • prosody 93, 198
  • psycholinguistic grain-size theory 157–158

R

  • radicals 56, 58–59, 64–65, 68
    • phonetic 64–65
    • semantic 58, 62, 64–65
  • rapid naming/ rapid automatized naming (RAN) 82–84, 86, 176, 182, 312, 314–315, 317–319, 337–338, 340, 343, 349
    • deficit 337–338, 340, 343
    • isolated rapid naming 182, 337
    • serial rapid naming 182, 314, 337
  • reading comprehension see comprehension
  • reading development see comprehension development; word reading development
  • reading difficulties/disabilities (RD) 67, 99, 172, 203, 265, 314–316, 318, 337, 342, 447 see also comprehension difficulties; dyslexia; poor comprehenders; poor readers; word reading difficulties
    • early identification 59, 186, 232, 309, 311–324, 357
    • early intervention see intervention - early
    • environmental etiology 35–37, 313
    • genetic etiology 35–37, 313
    • late-emerging 203, 213
    • protective factors, mechanisms 317–319, 346–350
    • risk factors 311–318, 346–350
    • screening for 61, 225, 319–324
  • reading
    • accuracy 47, 83–84, 86, 176, 192, 202, 219, 411, 420, 422–423, 425–426
    • experience 152–153, 155, 157–160, 162, 182, 197, 369–371
    • fluency 46, 86, 221, 223–224, 227, 337, 385, 397, 415, 426–427, 476, 497–498
    • rate, speed 83–84, 91, 182, 194, 200, 224, 226
  • Reading Systems Framework 11–14, 18, 23, 25–26, 362
  • regular words 175–177, 198, 342, 439
  • repeated reading 415, 426–427, 497
  • representation 215, 454 see also knowledge representation; lexical representations; orthographic representations; phoneme representations; phonological representations; semantic representation
    • mental 104, 257, 270, 273, 283–284, 291–292, 440, 454–455, 483
    • text 11–14, 16, 18, 20, 24, 108, 116, 257–259, 270, 273, 284–285, 287–288, 291–295, 360–361, 366, 371, 464–466, 468, 475, 477–479, 481, 491–492
      • surface-level493
      • textbase493
    • word 65, 93, 100, 106–107, 129–130, 158, 171, 262, 313, 359, 439, 455
  • response to intervention (RTI) 321–324, 430, 447–448, 497–501, 518 ; see also multi-tiered systems of support
  • rime, rimes197
    • awareness, matching 219, 226
    • orthographic rime 113, 131

S

  • scaffolding 58–59, 400–401, 479
  • screening accuracy
    • sensitivity 319–320
    • specificity 319–320
  • scripts 55–56, 61–64, 66–68, 75–76, 78, 90, 389
  • second language
    • reading proficiency 225–228, 323
    • reading comprehension 222–225
    • word decoding 219–222
  • self-teaching 150–151, 153–154, 161–162, 429
    • hypothesis 148–150, 157, 161–162
    • mechanism 129, 161, 441
  • semantic
    • access 262, 363, 368, 372
    • activation 18, 25, 363
    • associates 262, 367
    • bootstrapping 90–91
    • connections, relations
      • between words 22, 129, 225, 262, 365, 371
      • in discourse processing 283–284, 287–291, 363, 464–466, 477–479, 483
    • errors 90, 131, 181
    • information 57, 61–62, 63, 154, 363, 368, 372
    • knowledge 12, 24, 106, 108–110, 114–115, 165, 167, 197, 222, 472
    • learning 102, 104, 109, 115, 154
    • opacity, transparency 242, 442
    • representations
      • of the text 16, 464
      • words 22, 55, 57, 66, 68, 93, 103, 170, 181, 194, 245, 270, 284, 363, 366, 368, 371–372, 439–441, 451, 455
    • networks 110–111, 272, 363, 366–367
  • sensitivity to see also phonological sensitivity; sublexical sensitivity
    • morphological information 193, 244, 446
    • orthographic regularities 112, 114
    • statistical regularities 108, 110–111, 114
    • stress in pronunciation 60, 73
    • structural centrality 289, 291
  • simple view of reading 22, 37–38, 223, 225, 246, 261, 263, 313, 491–492
  • simplicity principle 113, 419
  • situation model 9–11, 14–16, 24–25, 108, 257–260, 262–263, 265–274, 361, 464, 492–493, 502
  • skilled comprehenders 13, 16–17, 89, 258–259, 262, 267, 271, 359–360, 372, 467, 470, 491
  • skilled readers 17–18, 23, 84, 90, 100, 108, 147, 150, 159, 182, 196, 199, 202–203, 262, 364, 466–467
  • specific language impairment (SLI) 115, 312, 314–316, 318, 330
  • speech
    • perception 179, 219–220, 226, 336, 338
      • motor theory of133
    • speech production312
  • spelling
    • accuracy 77, 79
    • difficulties 67, 313–314
    • early 65, 385–386, 400
    • exposure 137–139
    • genetic and environmental influences 36–37, 39–41, 46, 157
    • morphology 162, 195, 241, 426, 438–447, 449–452, 455–456
    • L2 spelling acquisition 220–221, 227–228
    • phonics and spelling 410, 413, 419, 422, 429
    • phonological/phonetic spelling 65, 133, 136
    • pronunciations 169–170, 175–184
    • memory/memory for 107, 130, 140–141, 148
    • spelling-sound connections 86, 100, 127–133, 137–143, 154, 156–157
      • irregular 112, 128, 154, 342, 452
    • transparent/opaque 56, 63, 313
  • standards of coherence see coherence
  • stress placement 60, 102, 107, 179
  • structural centrality 20–21, 289, 291
  • sublexical
    • properties of words441
    • skills, sensitivity 226, 413, 445–446, 448
  • subtypes
    • dyslexia 341–344
    • poor reader 40–41
    • RD105
    • stability of344
  • supra-lexical outcomes 445–446, 448–449
  • syllable, syllables 58, 63, 77–79, 81, 85–86, 92, 141, 195–199, 212, 389, 489
    • awareness 60, 83, 86–87
    • body 77–81, 85–86, 92
    • boundary, juncture 107, 195
    • coda 77–79, 81, 85–86, 92, 103
    • orthographic syllable 78–79, 83, 86, 197
    • phonological syllable 78, 83, 197
    • structure 87, 200
  • syntax 11, 179, 197, 257, 259, 264, 274, 284, 318, 440, 493
  • syntactic
    • ability, skill 215, 223, 225, 228
    • awareness 222, 248, 374
    • characteristics88
    • elements, structures 197, 492
    • knowledge 12, 89, 93, 263, 313, 386, 472, 491
    • processing 25, 91, 215, 360

T

  • task characteristics 287–289
  • teacher
    • quality 45–47, 229, 322
    • professional development 46, 411, 482, 497, 501, 515–516
  • text structure 274, 286, 290–291, 372, 464, 473
    • knowledge 260–261, 291, 372, 492
    • instruction 473, 475
  • tone
    • lexical 60, 67
    • awareness 219–220, 222
    • markers 75, 77
    • processing 61, 226
  • top-down
    • constraints, support for word recognition 110, 153–154
    • intuitive theories110
  • transfer 104, 106, 108, 110, 113, 115, 289–290, 347, 401, 422, 429, 450, 467–469, 473–475, 509 ; see also literacy transfer of skills
  • treatment non-responders, resisters 418, 448
  • triangle model, theory 57, 439–440, 451

U

  • universal model of reading 67, 82, 89, 191
  • universal screening 319–321, 324
  • updating 16, 19, 21, 25–26, 215, 285, 292–293

V

  • validity 159, 340–341, 344, 424, 429
  • verbal efficiency hypothesis 261, 263
  • visual-orthographic processing 12, 55, 63–66, 68, 82
  • visual-motor skills 65–66
  • visual processing 11, 58, 66, 81–82, 84, 86, 90–91, 316, 339, 441
  • visual word recognition 55, 77, 79–80, 83–85, 130–131
  • vocabulary 22–23, 26, 38, 41, 82, 88, 105, 110, 116, 141, 176, 203, 205, 211, 213–214, 218–219, 225, 227–228, 239, 243, 249–251, 260, 264, 274, 285, 314–315, 318–319, 360, 362–363, 366–367, 369–372, 386, 392–401, 413–415, 424–426, 445–447, 449, 456, 496, 502, 508, 510, 512
    • acquisition, development, growth 99, 101–102, 104–106, 108–110, 114–115, 139, 191, 193, 216, 223, 240–241, 368–369, 371, 387, 395, 455, 493
    • expressive 216, 224, 240, 385, 391, 395, 425
    • instruction, training 101, 141, 246, 463, 473, 481, 497, 499, 501
    • knowledge, skills 59, 100, 139, 156, 222–224, 239–241, 243–248, 250–251, 261–262, 272, 286, 359, 361–363, 365–371, 383, 425, 429, 442, 491–492, 512–513, 516
      • breadth, size 18, 225, 228, 240, 243–244, 286, 363, 365–366
      • depth 228, 240, 272, 286, 363, 365–367, 371–372, 455
    • learning 109, 127–128, 137–142, 369–371, 440–442, 452
    • oral, spoken 115, 141, 161, 169, 384, 386, 388
    • reading comprehension connection
      • aptitude hypothesis245
      • instrumentalist hypothesis 245, 250
      • knowledge hypothesis245
    • reading, sight, written word 131, 135, 142, 158, 229
    • receptive 113, 115, 216, 222, 240, 323, 363, 385, 391, 394–395, 425

W

  • whole language instruction 57, 507, 510–511
  • word comprehension 23–24
  • word identification 11–13, 18, 23–26, 215, 219, 221, 340, 420, 444
  • word recognition 37–44, 47, 55–57, 59–62, 64, 66–68, 77, 79–80, 83–85, 88, 107, 113, 127, 129, 151–153, 158, 162, 170, 175–176, 178, 183–184, 196–199, 201–202, 313, 334, 336, 340, 343, 391, 419, 491–492
  • word reading 23, 155–158, 176, 181–182, 261, 272, 368, 491–492
    • accuracy192
    • development 111, 130–132, 151–153, 313, 315, 318, 351
      • individual difference model 105–106, 115
    • difficulties 100, 311, 315–316, 333–351, 362 ; see also dyslexia
    • early identification 319, 323
    • effect of home literacy 383, 394, 397–398
    • effect of morphological knowledge 192, 194–204, 440–442, 444–447
    • fluency 192, 221, 337, 422
    • individual differences 151–153
      • genetic and environmental influences 36–42, 46
    • L2 219–222, 224–227
    • orthography effects 55–59, 61–62, 64–65, 67–68
    • sight word reading 127–136, 142, 169–170, 181, 196, 198, 205
  • strategies 105, 128–132, 140
  • writing development 58–59, 61, 63–66, 385, 392–393
  • writing instruction 400, 412, 424, 523
Published online: 14 August 2017
DOI logo
https://doi.org/10.1075/swll.15.index