{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":25,"n_cols":5,"rows_kept":25,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[4,2,4,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[10,2,10,3],[11,2,11,3],[12,2,12,3],[13,2,13,3],[16,2,16,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910573098703321"]
[null,null,"Titolo",null,"The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, New Jersey : , : Wiley-Blackwell, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"1-119-70511-8"]
[{"$nulls":4},"1-119-70512-6"]
[{"$nulls":4},"1-119-70513-4"]
[null,null,"Edizione",null,"[2nd ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (605 pages)"]
[null,null,"Collana",null,"Wiley Blackwell Handbooks of Developmental Psychology Ser."]
[null,null,"Disciplina",null,"428.4"]
[null,null,"Soggetti",null,"Reading"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Part 1 Word Recognition -- Chapter 1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives -- Reading and Reading Science in Historical Context -- Advance 1: The Word-identification System in Skilled Alphabetic Reading -- Visual processing and models of eye movements -- Orthographic processing and models of word identification -- Advance 2. Comprehending while Reading -- From global top-down structures to actual comprehension -- Text comprehension from the bottom up -- The situation model: Knowledge and inferences -- Advance 3. Toward a More Universal Science of Reading -- The brain's reading network (revisited) -- Disruptions in the word-identification system (revisited) -- Concluding Reflections: Learning to Read and Reading Pedagogy -- The experience-based shift in word reading -- Teaching reading -- A final reflection -- References -- Chapter 2 Models of Word Reading: What Have We Learned? -- Reading Aloud: Accounting for Basic Phenomena -- Simulations of Behavioral Studies: What Did They Show? -- Regularity effects -- Consistency effects -- Nonword Pronunciation -- Nonword consistency effects -- Relative difficulty of words and nonwords -- Length effects for words versus nonwords -- Semantic effects on word naming -- Summary -- Hybrid Models -- Learning to Read -- Conclusions -- Acknowledgments -- References -- Chapter 3 Word Recognition I: "]
[{"$nulls":4},"Visual and Orthographic Processing -- Letter-Based Word Recognition -- Letter perception -- Identifying letters in letter strings -- Letter positions -- Orthographic Processing and Word Recognition -- Visual factors -- Encoding letter-order for word identification -- Letter location versus letter order."]
[{"$nulls":4},"Effects of the number and frequency of orthographically similar words -- Bridging the Gap with Sentence Reading -- Conclusions -- Acknowledgments -- References -- Chapter 4 Word Recognition I: Visual and Orthographic Processing: Word Recognition II: Phonological Coding in Reading -- Evidence that Phonology Is Involved in Silent Reading -- Reading without phonology? -- Phonology Activation: Addressed or Assembled? -- Phonology in words with inconsistent mappings -- Is there need for an orthographic code in visual word recognition? -- Computational Models of Visual Word Recognition -- The Dual Route Cascaded (DRC) model -- The CDP+ model -- Triangle model -- Phonology, Reading, and Neuroscientific Findings -- Conclusions -- References -- Chapter 5 Word Recognition III: Morphological Processing -- Morphemes as \"Islands of Regularity\" -- Morphological Analysis in Skilled Reading -- Morpheme frequency effects -- Morpheme interference effects -- Morphological priming effects -- Theoretical Accounts of Morphological Processing -- Mechanisms for Acquiring Morphological Knowledge -- Conclusions and Emerging Questions -- References -- Part 2 Learning to Read and Spell -- Chapter 6 The Foundations of Literacy -- Precursors to Literacy -- Language Input -- The Home Literacy Environment -- Shared book reading -- Parental scaffolding of print knowledge -- The Limiting Environment -- Socioeconomic status (SES) -- Family beliefs and expectations -- Family risk of dyslexia -- Complex Linguistic Contexts -- Summary and Conclusions -- References -- Chapter 7 Learning to Read Words -- What Needs to Be Learned for Skilled Word Reading? -- Sublexical-Level Learning -- Learning about letters -- Mapping sublexical orthographic units onto sounds -- Lexical-Level Learning -- Commencing lexical-level learning: The self-teaching hypothesis."]
[{"$nulls":4},"Building lexical-level learning through experience -- Experience of the orthographic context -- Experience of the semantic context -- Morphology: Connecting print and meaning -- Interactions between Sublexical and Lexical Learning -- Interactive processes in a self-teaching context -- Interactive processes prior to first exposure: Orthographic skeletons -- Conclusions and Future Directions -- Acknowledgments -- References -- Chapter 8 Learning to Spell Words -- Writing Systems -- Elements of Children's Spelling Development -- Prephonological writing -- Phonological writing -- Beyond Simple Phonological Patterns -- Word position and surrounding letters -- Morphology and etymology -- Children's Spelling in the Digital Age -- Theories of Spelling Development -- Spelling and Developmental Disabilities -- Implications for Instruction -- Future Directions -- References -- Chapter 9 Individual Differences in Learning to Read Words -- Methodological Approaches -- Concurrent Prediction -- Longitudinal analyses -- Causal modeling -- Explanatory Item Response Models (EIRMs) -- Child- and Word-Level Predictors of Individual Differences -- Child-level predictors -- Set for variability -- Statistical learning -- Visual attention span -- Text crowding -- Print exposure -- Reliance on alternative pathways -- Word-Level Predictors -- Semantic predictors -- Word consistency/transparency -- Context-dependent word effects -- Child-by-Word Predictors -- Grapheme-phoneme knowledge -- Word familiarity -- Orthographic choice -- Conclusions -- Acknowledgments -- References -- Chapter "]
[{"$nulls":4},"10 Teaching Children to Read -- How Best to Teach Decoding in Whole-Class Settings? -- The challenges of whole-class delivery -- Professional development for teachers -- Issues of implementation -- Theoretically motivated approaches to teaching of reading."]
[{"$nulls":4},"A summary of effective evidence-based whole-class teaching -- Teaching Children with Reading Difficulties -- How best to teach decoding skills to children with dyslexia? -- How important is the content and intensity of programs? -- Promoting phoneme awareness and lexical strategies -- Teaching about morphemes -- A summary of effective evidence-based teaching for dyslexia -- Teaching oral language and listening comprehension -- A summary of effective evidence-based teaching for language comprehension -- Conclusions -- References -- Part 3 Reading Comprehension -- Chapter 11 Reading Comprehension I: Discourse -- A Brief History of Models of Discourse Comprehension -- Inferences and the construction of meaning -- Combining online processes and offline representations -- From single text to multiple texts -- A Comprehensive Model of Discourse Comprehension -- The role and nature of inferential processes -- Standards of coherence: Readers' criteria for comprehension -- Current Research Issues -- Validation -- Standards of coherence -- Updating the emerging representation -- Coherence across multiple texts -- Reading in digital contexts -- The relation between text comprehension and the processing of words and sentences -- Concluding Remarks -- References -- Chapter 12 Reading Comprehension II: Sentence Processing -- Eye Movements and Reading -- Computational models of eye movement control during sentence comprehension -- Factors influencing word identification during reading -- Beyond individual words: Computation of dependencies between words -- Children's sentence comprehension: A developmental perspective -- Conclusions -- Acknowledgments -- References -- Chapter 13 Modeling the Development of Reading Comprehension -- Theoretical Foundations for Reading Comprehension Development."]
[{"$nulls":4},"Understanding the Development of Reading Comprehension - Methodological Considerations -- Understanding the Development of Reading Comprehension - What Do We Know? -- Is the Simple View of Reading Too Simple? -- Reading fluency - a bridge between decoding and comprehension? -- Inference skills -- Morphology -- Executive functioning -- Working memory -- Metacognitive strategies and comprehension monitoring -- Motivation -- The Simple View of Reading - Simple but Complex -- Relationships between Longitudinal Studies and Theories of Reading Development -- Future Directions -- References -- Chapter 14 Children's Reading Comprehension Difficulties -- A Framework for the Study of Reading Comprehension Difficulties -- Identification and Prevalence of Poor Comprehenders -- The Identification of Poor Comprehenders: Variation in Selection and Group Matching -- The Measurement of Reading Comprehension: The Nature and Effect of Differences among (Standardized) Assessments -- Sources of Reading Comprehension Difficulty -- Word-identification knowledge and processes -- Oral language knowledge -- Higher-level language processes -- Executive functions, working memory, and attentional resources -- General knowledge -- The Dynamics of Language and Literacy Development over Time -- Conclusions and Future Directions -- References -- Part 4 Reading in Different Languages -- Chapter 15 Reading and Reading Disorders in Alphabetic Orthographies -- Characteristics of Alphabetic Orthographies -- The Alphabetic Principle -- Complexity. -- Consistency. -- Models of Word Reading -- Skilled Word Reading "]
[{"$nulls":4},"in Alphabetic Orthographies -- Individual differences in word reading in adults -- Summary -- Reading Development in Alphabetic Orthographies -- Cross-linguistic differences in the development of word-level skills -- The triple foundation of word reading and spelling skills."]
[{"$nulls":4},"Predictors of word-level literacy skills across alphabetic orthographies."]