Beyond Decoding (eBook, ePUB)

The Behavioral and Biological Foundations of Reading Comprehension
Redaktion: Wagner, Richard K.; Phythian-Sence, Caroline; Schatschneider, Christopher

• Format: ePub

Produktbeschreibung

What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, geneenvironment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.

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Produktdetails

• Verlag: Apa Publications
• Seitenzahl: 301
• Altersempfehlung: ab 5 Jahre
• Erscheinungstermin: 19. Juni 2009
• Englisch
• ISBN-13: 9781606233566
• Artikelnr.: 48028707

Autorenporträt

Richard K. Wagner, PhD, is Robert O. Lawton Distinguished Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His major area of research interest is the acquisition of complex cognitive knowledge and skills. In the domain of reading, Dr. Wagner's research has focused on the role of reading-related phonological processing abilities in the normal and abnormal development of reading skills; the prediction, prevention, and remediation of dyslexia; and understanding the origins of individual and developmental differences in reading comprehension. Christopher Schatschneider, PhD, is Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His research focuses on early reading development and reading disabilities. Dr. Schatschneider is also a trained methodologist who frequently provides assistance to investigators around design and analysis issues that arise when designing experiments and analyzing data from studies of early reading development. He is the Editor of Annals of Dyslexia and serves on the editorial boards of numerous journals. Caroline Phythian-Sence, PhD, engages in research and pilot development for Reading Is Fundamental, UK, at the National Literacy Trust, in London, England. Previously, Dr. Phythian-Sence was a doctoral student of Richard Wagner at Florida State University and the Florida Center for Reading Research, where she studied vocabulary knowledge and its relation to comprehension.

Inhaltsangabe

I. Cognitive Approaches 1. Language and Body
Michael P. Kaschak
John L. Jones
Jacqueline M. Coyle
and Andrea Sell 2. Eye Movements and Moment-to-Moment Comprehension Processes in Reading
Keith Rayner and Timothy J. Slattery 3. The Influence of In-Text Instruction on Declarative Knowledge and Vocabulary Learning in Struggling Readers: How IQ Confounds the Story
Donald L. Compton
Amy M. Elleman
Natalie G. Olinghouse
Jane Lawrence
Emily Bigelow
Jennifer K. Gilbert
and G. Nicole Davis II. Developmental Approaches 4. How Children Read for Comprehension: Eye Movements in Developing Readers
Ralph Radach
Christiane Schmitten
Lisa Glover
and Lynn Huestegge 5. Reading between the Lines: Developmental and Individual Differences in Cognitive Processes in Reading Comprehension
Paul van den Broek
Mary Jane White
Panayiota Kendeou
and Sarah Carlson 6. The Roles of Fluent Decoding and Vocabulary in the Development of Reading Comprehension
Kanu Priya and Richard K. Wagner III. Individual-Differences Approaches 7. Reading Comprehension Development from 8 to 14 Years: The Contribution of Component Skills and Processes
Kate Cain and Jane Oakhill 8. Reading Comprehension and Vocabulary: What's the Connection?
Kate Nation 9. Examining the Decision Reliability and Validity of Three Reading Fluency Measures for Predicting Outcomes on Statewide Reading Accountability Tests
Jose M. Castillo
Joseph K. Torgesen
Kelly A. Powell-Smith
and Stephanie Al-Otaiba IV. Biological-Based Approaches 10. Assessment and Etiology of Individual Differences in Reading Comprehension
Janice M. Keenan
Richard K. Olson
and Rebecca S. Betjemann 11. Genes
Environments
and the Development of Early Reading Skills
Stephen A. Petrill 12. Examining Sources of Poor Comprehension in Older Poor Readers: Preliminary Findings
Issues
and Challenges
Sarah H. Eason and Laurie E. Cutting V. Epilogue 13. Promising Interfaces
Richard K. Wagner
Christopher Schatschneider
and Caroline Phythian-Sence

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