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?
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?
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.
Inhaltsangabe
* Part I. Introduction * 1. Introduction * Alexander Pollatsek and Rebecca Treiman * 2. Writing Systems: Their Properties and Implications for Reading * Brett Kessler and Rebecca Treiman * 3. Visual Word Recognition * Melvin J. Yap and David A. Balota * 4. The Work of the Eyes during Reading * Elizabeth R. Schotter and Keith Rayner * Part II. Words * 5. Visual Word Recognition in the Bayesian Reader Framework * Sachiko Kinoshita * 6. Neighborhoods and Word Reading * Manuel Perea * 7. Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations * Ram Frost * 8. The Nature of Lexical Representation in Visual Word Recognition * Marcus Taft * 9. Are Polymorphemic Words Processed Differently from Other Words during Reading? * Jukka Hyönä * 10. Literacy and Literacy Development in Bilinguals * Debra Jared * 11. Individual Differences among Skilled Readers: The Role of Lexical Quality * Sally Andrews * 12. What Acquired Dyslexia Reveals about Reading in the Mind and Brain * Anna Woollams * Part III. Sentences and Texts * 13. The Role of Sound in Silent Reading * Alexander Pollatsek * 14. Reading Sentences: Syntactic Parsing and Semantic Interpretation * Adrian Staub * 15. Models of Discourse Comprehension * Edward O'Brien and Anne Cook * 16. The Role of Words in Chinese Reading * Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek * 17. How Is Information Integrated across Fixations in Reading? * Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge * 18. Direct Lexical and Non-Lexical Control of Fixation Duration in Reading * Eyal Reingold, Heather Sheridan, and Erik Reichle * 19. E-Z Reader: A Sketch of the Reading Architecture * Erik Reichle and Heather Sheridan * Part IV. Development * 20. How Children Learn to Read Words * Linnea C. Ehri * 21. Children's Spelling Development: Theories and Evidence * S. Hélène Deacon and Erin Sparks * 22. Learning to Read and Spell Words in Different Writing Systems * Markéta Caravolas * 23. Children's Reading Comprehension and Comprehension Difficulties * Jane Oakhill, Molly S. Berenhaus, and Kate Cain * 24. Development of Dyslexia * Bruce Pennington and Robin Peterson * 25. How Learning to Read Influences Language and Cognition * Regine Kolinsky * Part V. Instruction * 26. Young Children's Home Literacy Experiences * Monique Sénéchal * 27. Primary Grade Reading Instructions in the United States * Carol Connor and Stephanie Al Otaiba * 28. African American English and Its Link to Reading Achievement * Holly K. Craig * 29. Teachers' Knowledge about Reading Development and Instruction * Anne Cunningham and Colleen Ryan O'Donnell * 30. Adolescent Literacy: Development and Instruction * Susan R. Goldman and Catherine E. Snow * Index
* Part I. Introduction * 1. Introduction * Alexander Pollatsek and Rebecca Treiman * 2. Writing Systems: Their Properties and Implications for Reading * Brett Kessler and Rebecca Treiman * 3. Visual Word Recognition * Melvin J. Yap and David A. Balota * 4. The Work of the Eyes during Reading * Elizabeth R. Schotter and Keith Rayner * Part II. Words * 5. Visual Word Recognition in the Bayesian Reader Framework * Sachiko Kinoshita * 6. Neighborhoods and Word Reading * Manuel Perea * 7. Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations * Ram Frost * 8. The Nature of Lexical Representation in Visual Word Recognition * Marcus Taft * 9. Are Polymorphemic Words Processed Differently from Other Words during Reading? * Jukka Hyönä * 10. Literacy and Literacy Development in Bilinguals * Debra Jared * 11. Individual Differences among Skilled Readers: The Role of Lexical Quality * Sally Andrews * 12. What Acquired Dyslexia Reveals about Reading in the Mind and Brain * Anna Woollams * Part III. Sentences and Texts * 13. The Role of Sound in Silent Reading * Alexander Pollatsek * 14. Reading Sentences: Syntactic Parsing and Semantic Interpretation * Adrian Staub * 15. Models of Discourse Comprehension * Edward O'Brien and Anne Cook * 16. The Role of Words in Chinese Reading * Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek * 17. How Is Information Integrated across Fixations in Reading? * Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge * 18. Direct Lexical and Non-Lexical Control of Fixation Duration in Reading * Eyal Reingold, Heather Sheridan, and Erik Reichle * 19. E-Z Reader: A Sketch of the Reading Architecture * Erik Reichle and Heather Sheridan * Part IV. Development * 20. How Children Learn to Read Words * Linnea C. Ehri * 21. Children's Spelling Development: Theories and Evidence * S. Hélène Deacon and Erin Sparks * 22. Learning to Read and Spell Words in Different Writing Systems * Markéta Caravolas * 23. Children's Reading Comprehension and Comprehension Difficulties * Jane Oakhill, Molly S. Berenhaus, and Kate Cain * 24. Development of Dyslexia * Bruce Pennington and Robin Peterson * 25. How Learning to Read Influences Language and Cognition * Regine Kolinsky * Part V. Instruction * 26. Young Children's Home Literacy Experiences * Monique Sénéchal * 27. Primary Grade Reading Instructions in the United States * Carol Connor and Stephanie Al Otaiba * 28. African American English and Its Link to Reading Achievement * Holly K. Craig * 29. Teachers' Knowledge about Reading Development and Instruction * Anne Cunningham and Colleen Ryan O'Donnell * 30. Adolescent Literacy: Development and Instruction * Susan R. Goldman and Catherine E. Snow * Index
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