Progress in Understanding Reading: Scientific Foundations and New FrontiersGuilford Press, 21 àÁ.Â. 2000 - 536 ˹éÒ 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 |
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533 | |
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analysis automatic Behavior Chapter cognitive psychology Coltheart concept context effects contextual facilitation correlations Cunningham decoding deficits developmental Developmental Psychology differences in reading differential discrepancy dyslexia dyslexic early reading Educational Psychology Ehri Erlbaum evidence example exposure to print garden-variety Gough groups Hillsdale indicated individual differences Journal of Educational Journal of Experimental Journal of Learning knowledge learning disabilities lexical Liberman literacy material omitted Matthew effects measures Memeplex memory model of reading Olson orthographic processing paper Perfetti performance phoneme phonological awareness phonological coding phonological deficit phonological processing poor readers prediction Press print exposure problems pseudoword RD-D RD-N reading ability reading acquisition reading activities reading comprehension reading disability reading level Reading Research Quarterly reading skill Recognition Test regression scores Seidenberg Shankweiler Siegel skilled readers Snowling specific spelling Stanovich target word tasks teachers theoretical theory tion Torgesen variables variance verbal visual vocabulary West whole language word recognition WRAT z-score