The Oxford Handbook of Reading

Hardcover | September 1, 2015

EditorAlexander Pollatsek, Rebecca Treiman

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Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Readingsynthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed.The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silentreading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of differentlanguages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how researchfindings have influenced education.The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.

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Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Readingsynthesize research on these topics from fiel...

Alexander Pollatsek, Ph.D., is Professor Emeritus in the Department of Psychology at the University of Massachusetts, Amherst. Rebecca Treiman, Ph.D., is Burke and Elizabeth High Baker Professor of Child Developmental Psychology at Washington University in St. Louis.

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Format:HardcoverDimensions:520 pages, 10.12 × 7.2 × 1.3 inPublished:September 1, 2015Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199324573

ISBN - 13:9780199324576

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Table of Contents

Part I. Introduction1. Alexander Pollatsek and Rebecca Treiman: Introduction2. Brett Kessler and Rebecca Treiman: Writing Systems: Their Properties and Implications for Reading3. Melvin J. Yap and David A. Balota: Visual Word Recognition4. Elizabeth R. Schotter and Keith Rayner: The Work of the Eyes during ReadingPart II. Words5. Sachiko Kinoshita: Visual Word Recognition in the Bayesian Reader Framework6. Manuel Perea: Neighborhoods and Word Reading7. Ram Frost: Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations8. Marcus Taft: The Nature of Lexical Representation in Visual Word Recognition9. Jukka Hyene: Are Polymorphemic Words Processed Differently from Other Words during Reading?10. Debra Jared: Literacy and Literacy Development in Bilinguals11. Sally Andrews: Individual Differences among Skilled Readers: The Role of Lexical Quality12. Anna Woollams: What Acquired Dyslexia Reveals about Reading in the Mind and BrainPart III. Sentences and Texts13. Alexander Pollatsek: The Role of Sound in Silent Reading14. Adrian Staub: Reading Sentences: Syntactic Parsing and Semantic Interpretation15. Edward O'Brien and Anne Cook: Models of Discourse Comprehension16. Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge: How Is Information Integrated across Fixations in Reading?17. Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek: The Role of Words in Chinese Reading18. Eyal Reingold, Heather Sheridan, and Erik Reichle: Direct Lexical and Non-Lexical Control of Fixation Duration in Reading19. Erik Reichle and Heather Sheridan: E-Z Reader: A Sketch of the Reading ArchitecturePart IV. Development20. Linnea C. Ehri: How Children Learn to Read Words21. S. Hene Deacon and Erin Sparks: Children's Spelling Development: Theories and Evidence22. Marketa Caravolas: Learning to Read and Spell Words in Different Writing Systems23. Jane Oakhill, Molly S. Berenhaus, and Kate Cain: Children's Reading Comprehension and Comprehension Difficulties24. Bruce Pennington and Robin Peterson: Etiology of Dyslexia25. Regine Kollinsky: How Learning to Read Influences Language and CognitionPart V. Instruction26. Monique Senechal: Young Children's Home Literacy Experiences27. Carol Connor and Stephanie Al Otaiba: Reading Instruction in the Primary Grades28. Holly K. Craig: African American English and Its Link to Reading Achievement29. Anne Cunningham and Colleen Ryan O'Donnell: Teachers' Knowledge about Reading Development and Instruction30. Susan R. Goldman and Catherine E. Snow: Adolescent Literacy: Development and InstructionIndex