Progress in Understanding Reading: Scientific Foundations and New Frontiers

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Guilford Press, 20 .. 2000 - 536 ˹
The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. From one of the most accomplished and widely cited scholars in the field, the volume is divided into seven parts. Each part begins with a
new introductory chapter presenting up-to-date findings on the topic at hand,
followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.
 

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Early Applications of Information Processing Concepts to the Study of Reading The Role of Sentence Context
3
Automatic Contextual Facilitation in Readers of Three Ages
13
Toward an InteractiveCompensatory Model of Individual Differences in the Development of Reading Fluency
21
The InteractiveCompensatory Model of Reading A Confluence of Developmental Experimental and Educational Psychology
44
PHONOLOGICAL SENSITIVITY AND THE PHONOLOGICAL CORE DEFICIT MODEL
55
Early Reading Acquisition and the Causes of Reading Difficulty Contributions to Research on Phonological Processing
57
Assessing Phonological Awareness in Kindergarten Children Issues of Task Comparability
80
Explaining the Differences between the Dyslexic and the GardenVariety Poor Reader The PhonologicalCore VariableDifference Model
94
Exposure to Print and Orthographic Processing
259
Does Reading Make You Smarter? Literacy and the Development of Verbal Intelligence
279
Literacy Experiences and the Shaping of Cognition
309
DISCREPANCY DEFINITIONS OF READING DISABILITY
321
Reading Disability Classification Are Reforms Based on Evidence Possible?
323
Discrepancy Definitions of Reading Disability Has Intelligence Led Us Astray?
338
THE READING INSTRUCTION DEBATE COMMENTS ON THE READING WARS
359
Putting Children First by Putting Science First The Politics of Early Reading Instruction
361

The Phenotypic Performance Profile of ReadingDisabled Children A RegressionBased Test of the PhonologicalCore VariableDifference Model
119
MATTHEW EFFECTS IN READING
147
Tying It All Together A Model of Reading Acquisition and Reading Difficulty
149
Matthew Effects in Reading Some Consequences of Individual Differences in the Acquisition of Literacy
159
THE IMPORTANCE OF WORD RECOGNITION IN MODELS OF READING
205
The Word Recognition Module
207
Concepts in Developmental Theories of Reading Skill Cognitive Resources Automaticity and Modularity
221
THE COGNITIVE CONSEQUENCES OF LITERACY
243
Measuring Print Exposure Attempts to Empirically Track Rich Get Richer Effects
245
Romance and Reality
392
TwentyFive Years of Research on the Reading Process The Grand Synthesis and What It Means for our Field
405
BIBLIOGRAPHY
419
Publications in Reading by Keith E Stanovich
421
Related Publications by Keith E Stanovich in Other Areas
430
References
433
Author Index
513
Subject Index
533
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Keith E. Stanovich, PhD, is currently Professor of Human Development and Applied Psychology at the Ontario Institute for Studies in Education of the University of Toronto. He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, and in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association. Stanovich is a Fellow of the American Psychological Association (Divisions 3 & 15), the American Psychological Society, and the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences. He is the author or editor of two previous books.

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