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1 online resource (xv, 511 pages) : illustrations
And ConclusionsChater 11. The Bilateral Cooperative Model of Reading; Introduction to the Bilateral Cooperative Model; Brain Function and Malfunction; Recognizing Words; Words in Context: Mainly RIGHT Processes; Syntax and Metaphor; Summary and Conclusions; Chater 12. Reading and Writing Sentences; Reading Clauses and Sentences; Knowledge and Sentence Processing; Writing Sentences; Summary and Conclusions; Chater 13. Prose: Narrative and Expository; Narrative Prose; Expository Prose; Summary and Conclusions; Part III: Learning to Read; Chater 14. Early Readers and Reading Readiness
The Psychology of Reading provides a fair and coherent overall picture of how reading is done and how it is best taught. It aims to relate reading to writing systems, analyze the process of reading from several viewpoints using research from diverse disciplines, and develop a model of reading to explain reading processes all the way from letter recognition to reading whole texts. The book describes how children learn to read in different scripts, by different methods, and at different ages. It discusses different components of reading-eye movements, letter and word recognition, sentence and pr.
Front Cover; The Psychology of Reading; Copyright Page; Dedication; Table of Contents; Preface; Chater 1. Introduction; Written and Spoken Language; Linguistics in a Great Hurry; Memory and Reading; Cortical Function and Reading; Why Three Parts and Sixteen Chapters?; Part I: Writing Systems; Chater 2. Development of Writing Systems; Precursors of Writing; The Variety of Writing Systems; Summary and Conclusions; Chater 3. Logography: Chinese Characters; Characteristics of Chinese Characters; Learning Characters; Processing Characters; Summary and Conclusions
Chater 4. Logography and Syllabary: JapaneseWriting System: Kanji and Kana; Learning to Read in Japanese; Reading in Japanese; Summary and Conclusions; Chater 5. Alphabetic Syllabary: Korean Hangul; Hangul Alphabetic Syllabary; Reading in Hangul and Kanji; Summary and Conclusions; Chater 6. English Alphabet and Orthography; English Alphabet and Spelling; Recovering Sounds from Orthography; Phonological Rules and Orthography; Reforming English Orthography; Summary and Conclusions; Interlude: Writing Systems and Reading Processes; Writing Systems Compared; Reading Processes and Learning to Read
Part II: Reading ProcessesChater 7. Eye Movements in Reading; Types of Eye Movement; Integrating Information between Parafovea and Fovea; Individual Differences in Eye Movements; Linguistic Factors Influence Eye Movements; Summary and Conclusions; Chater 8. Reading Unit, Constraint, and Context; Units of Reading; Sequentil Constraint; Words in Context; Summary and Conclusions; Chater 9. Letter and Word Recognition; Isolated Letters; Letters and Lines in Context; Word Recognition; Summary and Conclusions; Chater 10. Phonetic and Visual Coding; Inner Speech and Subvocalization; Phonetic Coding
Preschoolers Can Learn to ReadLevels of Reading to be Attained; Perceptual, Cognitive, and Linguistic Readiness; Language Development and Reading; Summary and Conclusions ; Chater 15. Reading Instruction at School; Teaching Methods; Teaching Materials; Development of Reading Skills; Summary and Conclusions; Chater 16. Developmental Dyslexia; Identifying Developmental Dyslexics; Perceptual and Memory Deficiencies; Decoding and Comprehension Deficits; Neurological and Constitutional Factors; Summary and Conclusions; Epilogue; Appendix: Some Acronyms Used in This Book; References; Name Index
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Includes bibliographical references (pages 432-480).