Theories of Reading Development
Editors
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially.
Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book.
The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book.
The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
[Studies in Written Language and Literacy, 15] 2017. vii, 534 pp.
Publishing status:
© John Benjamins
Table of Contents
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IntroductionKate Cain, Donald Compton and Rauno Parrila | pp. 1–4
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Part I. Big questions
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Introduction to big questionsKate Cain, Donald Compton and Rauno Parrila | pp. 7–8
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Integrating word processing with text comprehension: Theoretical frameworks and empirical examplesJoseph Z. Stafura and Charles A. Perfetti | pp. 9–32
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Genetic and environmental influences on the development of reading and related skillsRichard K. Olson, Janice M. Keenan, Brian Byrne and Stefan Samuelsson | pp. 33–54
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Early literacy across languagesCatherine McBride | pp. 55–74
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Learning to read alphasyllabariesSonali Nag | pp. 75–98
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Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to readLaura M. Steacy, Amy M. Elleman and Donald L. Compton | pp. 99–122
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Part II. Typical development of word reading and underlying processes
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Introduction to word readingDonald Compton, Kate Cain and Rauno Parrila | pp. 125–126
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Orthographic mapping and literacy development revisitedLinnea C. Ehri | pp. 127–146
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Putting the learning into orthographic learningKate Nation and Anne Castles | pp. 147–168
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Orthographic learning is verbal learning: The role of spelling pronunciationsCarsten Elbro and Peter F. de Jong | pp. 169–190
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Learning to read morphologically complex wordsJoanne F. Carlisle and Devin M. Kearns | pp. 191–214
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Learning to read in a second languageLudo Verhoeven | pp. 215–234
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Part III. Typical development of comprehension and underlying processes
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Introduction to reading comprehensionKate Cain, Donald Compton and Rauno Parrila | pp. 237–238
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Vocabulary, morphology, and reading comprehensionMercedes Spencer, Jamie M. Quinn and Richard K. Wagner | pp. 239–256
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Reading comprehension: What develops and when?Kate Cain and Marcia A. Barnes | pp. 258–283
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Development of reading comprehension: Change and continuity in the ability to construct coherent representationsPaul van den Broek and Panayiota Kendeou | pp. 283–306
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Part IV. Atypical reading development
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Introduction to atypical reading developmentRauno Parrila, Donald Compton and Kate Cain | pp. 309–310
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Early identification of reading disabilitiesHugh W. Catts | pp. 311–332
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Dyslexia and word reading problemsRauno Parrila and Athanassios Protopapas | pp. 333–358
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Children with specific text comprehension problemsJane Oakhill and Kate Cain | pp. 359–376
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Part V. Instruction and intervention
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Introduction to instruction and interventionDonald Compton, Rauno Parrila and Kate Cain | pp. 379–382
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Starting from home: Home literacy practices that make a differenceMonique Sénéchal, Josée Whissell and Ashley Bildfell | pp. 383–408
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Early reading interventions: The state of the practice, and some new directions in building causal theoretical modelsRobert Savage and Emilie Cloutier | pp. 409–436
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Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of wordsJohn R. Kirby and Peter N. Bowers | pp. 437–462
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Reading comprehension instruction and intervention: Promoting inference makingKristen L. McMaster and Christine A. Espin | pp. 463–488
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Theoretically guided interventions for adolescents who are poor readersSharon Vaughn and Colby Hall | pp. 489–506
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Child characteristics by instruction interactions, literacy, and implications for theory and practiceCarol McDonald Connor and Frederick J. Morrison | pp. 507–524
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Index
Cited by (20)
Cited by 20 other publications
Catts, Hugh W., Nicole Patton Terry, Christopher J. Lonigan, Donald L. Compton, Richard K. Wagner, Laura M. Steacy, Kelly Farquharson & Yaacov Petscher
2024. Revisiting the definition of dyslexia. Annals of Dyslexia 
Martin, Katherine I.
2024. How a Phonics-Based Intervention, L1 Orthography, and Item Characteristics Impact Adult ESL Spelling Knowledge. Education Sciences 14:4 ► pp. 421 ff.
Tan, Xueqing & Jun Song
2024. Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children. Brain Sciences 14:4 ► pp. 324 ff.
Li, Miao, George Georgiou, John R. Kirby, Jan C. Frijters, Wei Zhao & Tingzhao Wang
2023. Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology. Journal of Learning Disabilities 56:6 ► pp. 467 ff.
Terry, Nicole Patton, Brandy Gatlin-Nash, Mi-Young Webb, S. Rebecca Summy & Rhonda Raines
2023. Revisiting the Fourth-Grade Slump among Black Children. The Elementary School Journal 123:3 ► pp. 414 ff.
Catts, Hugh W. & Yaacov Petscher
2022. A Cumulative Risk and Resilience Model of Dyslexia. Journal of Learning Disabilities 55:3 ► pp. 171 ff.
Grigorakis, Ioannis, Apostolos Kargiotidis, Angeliki Mouzaki & George Manolitsis
2022. Early oral language precursors of different types of reading difficulties in a consistent orthography. Frontiers in Education 7
Hiebert, Elfrieda H. & Laura S. Tortorelli
2022. The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts. The Elementary School Journal 122:4 ► pp. 557 ff.
Monster, Iris, Agnes Tellings, William J. Burk, Jos Keuning, Eliane Segers & Ludo Verhoeven
2022. Word Properties Predicting Children’s Word Recognition. Scientific Studies of Reading 26:5 ► pp. 373 ff.
Gribova, Olga E. & Anna A. Almazova
2021. Close Gap Test Strategies for Students with Severe Speech Impairment. Integration of Education 25:2 ► pp. 340 ff.
Grigorakis, Ioannis & George Manolitsis
2021. Longitudinal effects of different aspects of morphological awareness skills on early spelling development. Reading and Writing 34:4 ► pp. 945 ff.
Karpava, Sviatlana
2021. The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus. Languages 6:2 ► pp. 102 ff.
Rao, Chaitra, Sumathi T. A., Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre & Nandini Chatterjee Singh
2021. Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery). Annals of Dyslexia 71:3 ► pp. 439 ff.
Shulver, Kurt D. & Nicholas A. Badcock
2021. Chasing the Anchor: A Systematic Review and Meta-Analysis of Perceptual Anchoring Deficits in Developmental Dyslexia. Journal of Speech, Language, and Hearing Research 64:8 ► pp. 3289 ff.
Yan, Dave
2021. A multiple baseline design for Chinese literacy intervention in Australian classrooms. The Australian Journal of Language and Literacy 44:1 ► pp. 17 ff.
Hiebert, Elfrieda H., Yukie Toyama & Robin Irey
2020. Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring. Education Sciences 10:12 ► pp. 389 ff.
den Ouden, Marije, Jos Keuning & Theo Eggen
2019. Fine-Grained Assessment of Children’s Text Comprehension Skills. Frontiers in Psychology 10
Protopapas, Athanassios & Rauno Parrila
2018. Is Dyslexia a Brain Disorder?. Brain Sciences 8:4 ► pp. 61 ff.
Protopapas, Athanassios & Rauno Parrila
2019. Dyslexia: Still Not a Neurodevelopmental Disorder. Brain Sciences 9:1 ► pp. 9 ff.
Fletcher, Jack M. & Elena L. Grigorenko
2017. Neuropsychology of Learning Disabilities: The Past and the Future. Journal of the International Neuropsychological Society 23:9-10 ► pp. 930 ff.
This list is based on CrossRef data as of 16 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJCR: Reading skills
Main BISAC Subject
LAN013000: LANGUAGE ARTS & DISCIPLINES / Reading Skills