LEADER 04072nam 2200709 450 001 9910404070903321 005 20230120094753.0 010 $a94-6209-956-1 024 7 $a10.1007/978-94-6209-956-2 035 $a(CKB)3710000000380466 035 $a(EBL)1998561 035 $a(OCoLC)904283366 035 $a(SSID)ssj0001452148 035 $a(PQKBManifestationID)11952148 035 $a(PQKBTitleCode)TC0001452148 035 $a(PQKBWorkID)11479587 035 $a(PQKB)10441837 035 $a(DE-He213)978-94-6209-956-2 035 $a(nllekb)BRILL9789462099562 035 $a(Au-PeEL)EBL3035046 035 $a(CaPaEBR)ebr11029144 035 $a(CaONFJC)MIL764135 035 $a(Au-PeEL)EBL1998561 035 $a(CaPaEBR)ebr11286915 035 $a(MiAaPQ)EBC3035046 035 $a(MiAaPQ)EBC1998561 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/36043 035 $a(PPN)184494990 035 $a(EXLCZ)993710000000380466 100 $a20150317h20152015 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aCan we read letters? $ereflections on fundamental issues in reading and dyslexia research /$fFinn Egil Tønnessen with Per Henning Uppstad 205 $a1st ed. 2015. 210 $cBrill$d2015 210 1$aRotterdam, Netherlands ;$aBoston, [Massachusetts] ;$aTaipei, [Taiwan] :$cSense Publishers,$d2015. 210 4$d©2015 215 $a1 online resource (140 p.) 300 $aDescription based upon print version of record. 311 $a94-6209-955-3 311 $a94-6209-954-5 320 $aIncludes bibliographical references and indexes. 327 $aPreliminary Material -- Historical Introduction ? Beginning and Continuation of Dyslexia Research -- Challenges in Cognitive Psychology -- Defining ?Dyslexia? -- Defining ?Skill? -- Reading Skill -- Reading Fluency -- Reading Instruction -- Concluding Reflections -- References -- Subject Index -- Name Index. 330 $a?In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.? ? Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism ? in part by focusing on the concept of ?skill?. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the ?balanced approach to reading instruction?, ?reading fluency? and other key concepts. The book also deals with problems in the definition of ?dyslexia? and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway. 606 $aDyslexia 606 $aEducation 610 $aEducation 615 0$aDyslexia. 615 0$aEducation. 676 $a616.8553 700 $aTønnessen$b Finn Egil$0911802 702 $aUppstad$b Per Henning 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910404070903321 996 $aCan we read letters$92041896 997 $aUNINA