LEADER 04588oam 2200721I 450 001 9910960331403321 005 20251116155453.0 010 $a1-136-47569-9 010 $a0-203-13126-6 010 $a1-283-87197-1 010 $a1-136-47570-2 024 7 $a10.4324/9780203131268 035 $a(CKB)2550000000709692 035 $a(EBL)1097859 035 $a(OCoLC)823388817 035 $a(SSID)ssj0000836408 035 $a(PQKBManifestationID)11457466 035 $a(PQKBTitleCode)TC0000836408 035 $a(PQKBWorkID)11007919 035 $a(PQKB)10202850 035 $a(MiAaPQ)EBC1097859 035 $a(Au-PeEL)EBL1097859 035 $a(CaPaEBR)ebr10635060 035 $a(CaONFJC)MIL418447 035 $a(OCoLC)822565715 035 $a(FINmELB)ELB137360 035 $a(EXLCZ)992550000000709692 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aReading--from words to multiple texts /$fedited by M. Anne Britt, Susan R. Goldman, and Jean-Francois Rouet 205 $a1st ed. 210 1$aNew York, N.Y. :$cRoutledge,$d2013. 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 08$a0-415-50195-4 311 08$a0-415-50193-8 320 $aIncludes bibliographical references and indexes. 327 $aREADING-FROM WORDS TO MULTIPLE TEXTS; Copyright; Contents; Preface; Overview; 1 Reading Is Recycling-It's Human Nature; 2 Learning to Read Words: Understanding the Relationship between Reading Ability, Lexical Quality, and Reading Context; 3 Reading Acquisition in a Transparent Orthography: The Case of Dutch; 4 Teachers in the Know: Links between Teachers' Phonological Knowledge and Students' Literacy Learning; 5 Why It Is Easier to Wreak Havoc than Unleash Havoc: The Role of Lexical Co-occurrence, Reading 327 $a6 What Kind of Language Statistics Must Be in Long-Term to Make Language Understanding Possible? A Computational Perspective7 Making the Link between Vocabulary Knowledge and Comprehension Skill; 8 From Verbal Efficiency Theory to Lexical Quality: The Role of Memory Processes in Reading Comprehension; 9 Sensitivity to Structural Centrality: Developmental and Individual Differences in Reading Comprehension Skills; 10 Identifying Component Discourse Processes from Their fMRI Time Course Signatures; 11 Documents as Entities: Extending the Situation Model Theory of Comprehension 327 $a12 Research and Development of Multiple Source Comprehension Assessment13 From Decoding to Documents: The Complex Components of Comprehending Reading; List of contributors; Author index; Subject index 330 $a"Increasing the mastery of reading and text literacy in the general population is one of the most important challenges faced by both developed and developing societies. Providing a new reference for researchers and practitioners involved in this domain, this book brings together empirical research on the multiple levels of language that are involved in reading. It emphasizes the concrete outcomes of scientific research, and illustrates the continuity among levels. The chapters deal with clearly articulated questions, provide up to date reviews of the literature, and include discussions of the impacts of research outcomes for the practice of reading instruction. Furthermore, the volume addresses the gap between restricted and more functional approaches to reading competency. Finally, it addresses some of the new issues that arise from the rapid changes in reading practices that are related to the diffusion of digital technologies. Featuring contributions from authors who are among the acknowledged leaders in the field and presenting the state of the art and current controversies in reading and literacy research, this volume honors the profound impact of Charles Perfetti on reading research"--$cProvided by publisher. 606 $aReading 606 $aReading, Psychology of 606 $aReading$xResearch 615 0$aReading. 615 0$aReading, Psychology of. 615 0$aReading$xResearch. 676 $a428.4 686 $aEDU029020$aLAN010000$aLAN013000$2bisacsh 701 $aBritt$b M. Anne$01873999 701 $aGoldman$b Susan R$01874000 701 $aRouet$b Jean-Francois$01194714 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960331403321 996 $aReading--from words to multiple texts$94484321 997 $aUNINA