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Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher
| Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Hoboken, : Wiley Blackwell, 2013 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Reading -- Computer-assisted instruction -- Software
Reading comprehension -- Study and teaching (Elementary) Reading comprehension Reading comprehension - Study and teaching (Elementary) Education Social Sciences Theory & Practice of Education Lectura Ensenyament assistit per ordinador Comprensió de la lectura |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-60674-4
1-118-60671-X 1-118-60673-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Developing Reading Comprehension; Copyright; Contents; List of Figures; List of Boxes; Foreword by Jean Gross CBE; Acknowledgements; Chapter 1 What is Reading Comprehension?; Models of Reading Comprehension; The Importance of Reading Comprehension; Summary; Chapter 2 The Poor Comprehender Profile; Factors that Contribute to Poor Reading Comprehension; Language Skills; Understanding the Meaning of Words; Understanding the Structure and Organisation of Words, Sentences and Connected Text; Early Indicators; Working Memory; Working with Text; Making Inferences; Monitoring Understanding
Environmental InfluencesSummary; Chapter 3 The York Reading for Meaning Project: An Overview; Theoretical Aims; Practical Aims; Intervention Design; Research Design; Understanding Causality; Randomised Controlled Trials; Sample Considerations; Random Allocation; Blinding; Attendance and Attrition; Control Groups; Establishing Long-Term Educational Significance; Control Task; Assessment; Findings; Summary and Conclusions; Appendices; Chapter 4 Teaching Principles; Vygotskian Principles; Peer Learning; Individualisation; Scaffolding; Modelling; Reciprocal Teaching; Distributed Practice; Themes Passage ChoiceSummary; Chapter 5 Intervention Materials: Oral Language Programme; 1. Vocabulary; What Kinds of Words Should We Teach?; After Choosing the Word, How Is It Taught?; Supplementary Activities; Pictures and Photographs; Mind Maps; Memory Aids; Verbal Reasoning; Summary of Vocabulary; 2. Reciprocal Teaching with Spoken Language; Clarification; Summarisation; Prediction; Question Generation; Complementary Activities; Activating Background Knowledge; Developing Visual Representations; Summary of Reciprocal Teaching with Spoken Language; 3. Figurative Language; Idioms; Jokes; Riddles Simile and MetaphorSummary of Figurative Language; 4. Spoken Narrative; Sequencing and Story Structure; Creating Extended Stories; Summary of Spoken Narrative; Chapter Summary; Answers to Riddles; Chapter 6 Intervention Materials: Text Level Programme; 1. Metacognitive Strategies; Reread; Look-Back; Think-aloud; Thinking in Pictures; Looking at Pictures and Illustrations; Completing Incomplete Pictures; Creating Pictures with Pen and Paper; Explain and Reflect; Strategy Choice; Summary of Metacognitive Strategies; 2. Reciprocal Teaching with Written Language; Clarification; Summarisation PredictionQuestion Generation; Complementary Activities; 3. Inferencing; Cohesive Inferences; Bridging Inferences; Predictive Inferences; Evaluative Inferences; Activating Prior Knowledge; Summary of Developing Inferencing Skills; 4. Written Narrative; Summary of Developing Narrative Skills; Chapter Summary; Chapter 7 Intervention Materials: Combined Programme; Summary; Chapter 8 Feedback and Evaluation; Feedback from Teaching Assistants; The Personal and Professional Development of Teaching Assistants; Overall Evaluation and Next Steps; Children's Reflections; Parents' Feedback; Summary Chapter 9 Theoretical and Practical Implications |
| Record Nr. | UNINA-9910790673303321 |
Clarke Paula J.
|
||
| Hoboken, : Wiley Blackwell, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher
| Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Hoboken, : Wiley Blackwell, 2013 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Reading -- Computer-assisted instruction -- Software
Reading comprehension -- Study and teaching (Elementary) Reading comprehension Reading comprehension - Study and teaching (Elementary) Education Social Sciences Theory & Practice of Education Lectura Ensenyament assistit per ordinador Comprensió de la lectura |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-60674-4
1-118-60671-X 1-118-60673-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Developing Reading Comprehension; Copyright; Contents; List of Figures; List of Boxes; Foreword by Jean Gross CBE; Acknowledgements; Chapter 1 What is Reading Comprehension?; Models of Reading Comprehension; The Importance of Reading Comprehension; Summary; Chapter 2 The Poor Comprehender Profile; Factors that Contribute to Poor Reading Comprehension; Language Skills; Understanding the Meaning of Words; Understanding the Structure and Organisation of Words, Sentences and Connected Text; Early Indicators; Working Memory; Working with Text; Making Inferences; Monitoring Understanding
Environmental InfluencesSummary; Chapter 3 The York Reading for Meaning Project: An Overview; Theoretical Aims; Practical Aims; Intervention Design; Research Design; Understanding Causality; Randomised Controlled Trials; Sample Considerations; Random Allocation; Blinding; Attendance and Attrition; Control Groups; Establishing Long-Term Educational Significance; Control Task; Assessment; Findings; Summary and Conclusions; Appendices; Chapter 4 Teaching Principles; Vygotskian Principles; Peer Learning; Individualisation; Scaffolding; Modelling; Reciprocal Teaching; Distributed Practice; Themes Passage ChoiceSummary; Chapter 5 Intervention Materials: Oral Language Programme; 1. Vocabulary; What Kinds of Words Should We Teach?; After Choosing the Word, How Is It Taught?; Supplementary Activities; Pictures and Photographs; Mind Maps; Memory Aids; Verbal Reasoning; Summary of Vocabulary; 2. Reciprocal Teaching with Spoken Language; Clarification; Summarisation; Prediction; Question Generation; Complementary Activities; Activating Background Knowledge; Developing Visual Representations; Summary of Reciprocal Teaching with Spoken Language; 3. Figurative Language; Idioms; Jokes; Riddles Simile and MetaphorSummary of Figurative Language; 4. Spoken Narrative; Sequencing and Story Structure; Creating Extended Stories; Summary of Spoken Narrative; Chapter Summary; Answers to Riddles; Chapter 6 Intervention Materials: Text Level Programme; 1. Metacognitive Strategies; Reread; Look-Back; Think-aloud; Thinking in Pictures; Looking at Pictures and Illustrations; Completing Incomplete Pictures; Creating Pictures with Pen and Paper; Explain and Reflect; Strategy Choice; Summary of Metacognitive Strategies; 2. Reciprocal Teaching with Written Language; Clarification; Summarisation PredictionQuestion Generation; Complementary Activities; 3. Inferencing; Cohesive Inferences; Bridging Inferences; Predictive Inferences; Evaluative Inferences; Activating Prior Knowledge; Summary of Developing Inferencing Skills; 4. Written Narrative; Summary of Developing Narrative Skills; Chapter Summary; Chapter 7 Intervention Materials: Combined Programme; Summary; Chapter 8 Feedback and Evaluation; Feedback from Teaching Assistants; The Personal and Professional Development of Teaching Assistants; Overall Evaluation and Next Steps; Children's Reflections; Parents' Feedback; Summary Chapter 9 Theoretical and Practical Implications |
| Record Nr. | UNINA-9910821486503321 |
|
Clarke Paula J.
|
||
| Hoboken, : Wiley Blackwell, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Reading Comprehension
| Developing Reading Comprehension |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Wiley-Blackwell |
| Descrizione fisica | 1 online resource (216 p.) : ill |
| Disciplina | 372.47 |
| Soggetto non controllato |
Reading Comprehension
English Language Language Arts & Disciplines |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910830126303321 |
|
Clarke Paula J.
|
||
| Wiley-Blackwell | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Reading Comprehension
| Developing Reading Comprehension |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Wiley-Blackwell |
| Descrizione fisica | 1 online resource (216 p.) : ill |
| Disciplina | 372.47 |
| Soggetto non controllato |
Reading Comprehension
English Language Language Arts & Disciplines |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910840654503321 |
|
Clarke Paula J.
|
||
| Wiley-Blackwell | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia : a history / / Philip Kirby and Margaret J. Snowling
| Dyslexia : a history / / Philip Kirby and Margaret J. Snowling |
| Autore | Kirby J. Philip |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Montreal, Quebec : , : McGill-Queen's University Press, , [2022] |
| Descrizione fisica | 1 online resource (277 pages) |
| Disciplina | 618.928553 |
| Soggetto topico |
Dyslexia
Dyslexia - History |
| Soggetto non controllato |
Dyslexia
education history of dyslexia history of education neurodivergency word-blindness |
| ISBN |
0-2280-1540-5
0-2280-1539-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Contents -- Preface -- Acknowledgements -- What's in a Word? Dyslexia in Historical Perspective -- Foundations -- Dyslexia Discovered: Word-Blindness, Victorian Medicine, and Education (1877–1917) -- Dyslexia Goes Global: Psychology, Childhood, and Trans-Atlanticism (1925–48) -- Evidence -- Dyslexia Discussed: The Foundation and Work of the Word Blind Centre (1962–72) -- Researching Dyslexia: From the Discrepancy Definition to Cognitive Neuroscience (1964–2009) -- Recognition: The Example of Britain -- Tackling Dyslexia: Class, Gender, and the Construction of a Dyslexia Infrastructure (1962–97) -- Dyslexia Legislated: Literacy, Policy, and the Achievement of Official Status (1962–2010) -- Legacies -- Dyslexia Today and Tomorrow: Discourses of Dyslexia in the Twenty-First Century -- Conclusion -- Timeline: Fifty Key Dates -- Notes -- Bibliography -- Index |
| Record Nr. | UNINA-9910774889103321 |
|
Kirby J. Philip
|
||
| Montreal, Quebec : , : McGill-Queen's University Press, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation
| The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley-Blackwell, , [2022] |
| Descrizione fisica | 1 online resource (605 pages) |
| Disciplina | 428.4 |
| Collana | Wiley Blackwell Handbooks of Developmental Psychology Ser. |
| Soggetto topico | Reading |
| ISBN |
1-119-70511-8
1-119-70512-6 1-119-70513-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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. |
| Record Nr. | UNINA-9910573098703321 |
| Hoboken, New Jersey : , : Wiley-Blackwell, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation
| The science of reading : a handbook / / edited by Margaret J. Snowling, Charles Hulme, Kate Nation |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley-Blackwell, , [2022] |
| Descrizione fisica | 1 online resource (605 pages) |
| Disciplina | 428.4 |
| Collana | Wiley Blackwell Handbooks of Developmental Psychology |
| Soggetto topico | Reading |
| ISBN |
1-119-70511-8
1-119-70512-6 1-119-70513-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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. |
| Record Nr. | UNINA-9910676621803321 |
| Hoboken, New Jersey : , : Wiley-Blackwell, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||