The science of reading : a handbook

edited by Margaret J. Snowling and Charles Hulme

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. * Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction * Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading * Edited by well-respected senior figures in the field

「Nielsen BookData」より

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. * Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction * Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading * Edited by well-respected senior figures in the field

「Nielsen BookData」より

[目次]

  • List of Contributors. Preface. Acknowledgments. Part I: Word Recognition Processes in Reading:. Editorial Part I. 1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia). 2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University). 3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario). 4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi Kloos (Arizona State University). 5. Eye Movements During Reading: Keith Rayner, Barbara J. Juhasz, and Alexander Pollatsek (University of Massachusetts). Part II: Learning to Read and Spell:. Editorial Part II. 6. Theories of Learning to Read: Brian Byrne (University of New England, Australia). 7. Writing Systems and Spelling Development: Rebecca Treiman and Brett Kessler (Washington University in St Louis). 8. Development of Sight Word Reading: Phases and Findings: Linnea C. Ehri (Graduate Center of the City University of New York). 9. Predicting Individual Differences in Learning to Read: Judith A. Bowey (University of Queensland). 10. Social Correlates of Emergent Literacy: Beth M. Phillips and Christopher J. Lonigan (Florida Center for Reading Research, Florida State University). 11. Literacy and Cognitive Change: Jose Morais and Regine Kolinsk (Universite Libre de Bruxelles, Belgium). Part III: Reading Comprehension:. Editorial Part III. 12. Comprehension: Walter Kintsch and Katherine A. Rawson (University of Colorado). 13. The Acquisition of Reading Comprehension Skill: Charles A. Perfetti, Nicole Landi and Jane Oakhill (University of Pittsburgh). 14. Children's Reading Comprehension Difficulties: Kate A. Nation (University of Oxford). Part IV: Reading in Different Languages:. Editorial Part IV. 15. Orthographic Systems and Skilled Word Recognition Processes in Reading: Ram Frost (The Hebrew University, Israel). 16. Early Reading Development in European Orthographies: Philip H. K. Seymour (University of Dundee, UK). 17. Learning to Read in Chinese: J. Richard Hanley (University of Essex, UK). 18. The Nature and Causes of Dyslexia in Different Languages: Marketa Caravolas (University of Liverpool). Part V: Disorders of Reading and Spelling:. Editorial Part V. 19. Developmental Dyslexia: Frank R. Vellutino and Jack M. Fletcher (State University of New York, at Albany). 20. Learning to Read with a Hearing Impairment: Jacqueline Leybaert (Universite Libre de Bruxelles, Belgium). 21. Learning to Read with a Language Impairment: Margaret J. Snowling and Charles Hulme (University of York, UK). 22. Acquired Disorders of Reading: Matthew A. Lambon Ralph (University of Manchester) and Karalyn Patterson (University of Cambridge). 23. Spelling Disorders: Cristina Romani (University of Aston, UK), Andrew Olson (University of Birmingham, UK), and Anna Maria DiBetta (University of Aston). Part VI: Biological Bases of Reading:. Editorial Part VI. 24. Genetics of Dyslexia: Bruce F. Pennington (University of Denver) and Richard K. Olson (University of Colorado). 25. Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia: Cathy J. Price (University College London) and Eamon McCrory (Institute of Psychiatry, UK). Part VII: Teaching Reading:. Editorial Part VII. 26. Teaching Children to Read: What Do We Know About How To Do It?: Catherine E. Snow (Harvard Graduate School of Education) and Connie Juel (Stanford University). 27. Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia: Joseph K. Torgesen (Florida Center for Reading Research at Florida State University). Glossary of Terms. References. Author Index. Subject Index

「Nielsen BookData」より

[目次]

  • List of Contributors. Preface. Acknowledgments. Part I: Word Recognition Processes in Reading:. Editorial Part I. 1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia). 2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University). 3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario). 4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi Kloos (Arizona State University). 5. Eye Movements During Reading: Keith Rayner, Barbara J. Juhasz, and Alexander Pollatsek (University of Massachusetts). Part II: Learning to Read and Spell:. Editorial Part II. 6. Theories of Learning to Read: Brian Byrne (University of New England, Australia). 7. Writing Systems and Spelling Development: Rebecca Treiman and Brett Kessler (Washington University in St Louis). 8. Development of Sight Word Reading: Phases and Findings: Linnea C. Ehri (Graduate Center of the City University of New York). 9. Predicting Individual Differences in Learning to Read: Judith A. Bowey (University of Queensland). 10. Social Correlates of Emergent Literacy: Beth M. Phillips and Christopher J. Lonigan (Florida Center for Reading Research, Florida State University). 11. Literacy and Cognitive Change: Jose Morais and Regine Kolinsk (Universite Libre de Bruxelles, Belgium). Part III: Reading Comprehension:. Editorial Part III. 12. Comprehension: Walter Kintsch and Katherine A. Rawson (University of Colorado). 13. The Acquisition of Reading Comprehension Skill: Charles A. Perfetti, Nicole Landi and Jane Oakhill (University of Pittsburgh). 14. Children's Reading Comprehension Difficulties: Kate A. Nation (University of Oxford). Part IV: Reading in Different Languages:. Editorial Part IV. 15. Orthographic Systems and Skilled Word Recognition Processes in Reading: Ram Frost (The Hebrew University, Israel). 16. Early Reading Development in European Orthographies: Philip H. K. Seymour (University of Dundee, UK). 17. Learning to Read in Chinese: J. Richard Hanley (University of Essex, UK). 18. The Nature and Causes of Dyslexia in Different Languages: Marketa Caravolas (University of Liverpool). Part V: Disorders of Reading and Spelling:. Editorial Part V. 19. Developmental Dyslexia: Frank R. Vellutino and Jack M. Fletcher (State University of New York, at Albany). 20. Learning to Read with a Hearing Impairment: Jacqueline Leybaert (Universite Libre de Bruxelles, Belgium). 21. Learning to Read with a Language Impairment: Margaret J. Snowling and Charles Hulme (University of York, UK). 22. Acquired Disorders of Reading: Matthew A. Lambon Ralph (University of Manchester) and Karalyn Patterson (University of Cambridge). 23. Spelling Disorders: Cristina Romani (University of Aston, UK), Andrew Olson (University of Birmingham, UK), and Anna Maria DiBetta (University of Aston). Part VI: Biological Bases of Reading:. Editorial Part VI. 24. Genetics of Dyslexia: Bruce F. Pennington (University of Denver) and Richard K. Olson (University of Colorado). 25. Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia: Cathy J. Price (University College London) and Eamon McCrory (Institute of Psychiatry, UK). Part VII: Teaching Reading:. Editorial Part VII. 26. Teaching Children to Read: What Do We Know About How To Do It?: Catherine E. Snow (Harvard Graduate School of Education) and Connie Juel (Stanford University). 27. Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia: Joseph K. Torgesen (Florida Center for Reading Research at Florida State University). Glossary of Terms. References. Author Index. Subject Index

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この本の情報

書名 The science of reading : a handbook
著作者等 Hulme, Charles
Snowling, Margaret J
シリーズ名 Blackwell handbooks of developmental psychology
出版元 Blackwell Pub.
刊行年月 2005
ページ数 xiv, 661 p.
大きさ 26 cm
ISBN 1405114886
9781405168113
NCID BA73578220
※クリックでCiNii Booksを表示
言語 英語
出版国 アメリカ合衆国
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