The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation

• Pubblicazione: Hoboken, New Jersey : , : Wiley-Blackwell, , [2022]; ©2022
• Edizione: 2nd ed.
• Descrizione fisica: 1 online resource (605 pages)
• Disciplina: 428.4
• Soggetto topico: Reading
• Persona (resp. second.): HulmeCharles; SnowlingMargaret J.; NationKate
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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: 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. ; 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. ; 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 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. ; 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. ; 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 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. ; Predictors of word-level literacy skills across alphabetic orthographies.
• Sommario/riassunto: "As the eponymous title The Science of Reading suggested, the aim of the first edition of this handbook was to bring together scientific studies of reading into a state-of-the-art review. The preface of that volume stated "The science of reading is mature and healthy as the contributions to this volume make clear." Our aim in this second edition remained the same - to bring together scientific studies of reading into an updated overview of the field; as we shall see, old questions have been answered and new questions have arisen as understanding of the complexities of reading has deepened, driven by theoretical insights and methodological advances. Although advances in knowledge are expected in an active research field, the rise of The Science of Reading as a movement aiming to use empirical evidence from scientific studies of reading to inform education and teacher knowledge, and to translate from the laboratory to the classroom was unanticipated by the first edition of this handbook. The International Literacy Association defines the Science of Reading as "a corpus of objective investigation and accumulation of reliable evidence about how humans learn to read and how reading should be taught." Not every reading scientist is working on developmental issues and even fewer focus on the translation of research findings to practice. We believe it is important that research continues at a basic and "laboratory level." However, knowledge gained from basic science can and should be used to inform instructional approaches - and this is the difficult part. Reading practitioners have an important role to play in partnership with researchers by providing vital expertise about classrooms, cultures, and contexts, factors often downplayed in cognitive models. It is only when these are understood that it will be possible to implement evidence-based programs of literacy instruction that are sustainable in communities and cultures around the world."--
• Titolo autorizzato: The science of reading
• ISBN: 1-119-70511-8; 1-119-70512-6; 1-119-70513-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910676621803321
• Lo trovi qui: Univ. Federico II
• Serie: Wiley Blackwell Handbooks of Developmental Psychology