Reading development and difficulties / Kate Cain.

Förbättrade beskrivningar från Syndetics:

This accessible text brings together research on word reading and comprehension development, which are often treated separately, and provides a comprehensive and detailed introductory text to reading development and difficulties.

Key features include:

An introduction to the important issues in reading research and the skills involved in reading words and understanding text, from the point of view of both a beginner and a skilled reader
A consideration of the similarities and differences between written and spoken language, and the advantages and disadvantages of different methodological approaches
An examination of how failures in reading comprehension skills can create difficulties and disorders
A consideration of the implications of this research for the teaching of reading and the diagnosis and treatment of reading difficulties

This text will be useful to many different groups of readers, not only researchers and students in psychology but also those who work in more applied settings, such as students in education and speech and language therapy, who may have a limited background knowledge of the psychology of reading.

Innehållsförteckning levererad av Syndetics

• Preface (p. xi)
• 1 Introduction to the study of reading (p. 1)
• What is reading? (p. 2)
• The relationship between written and spoken language (p. 4)
• How to study reading development and reading difficulties (p. 14)
• Overview of the rest of this book (p. 20)
• Key point summary (p. 20)
• Further reading (p. 21)
• Definitions (p. 22)
• 2 Skilled word reading (p. 25)
• Word reading: Assessment and sources of variation (p. 26)
• Models of skilled word recognition (p. 36)
• Key point summary (p. 42)
• Further reading (p. 43)
• Definitions (p. 44)
• 3 The skilled comprehender (p. 47)
• What do we forget and what do we remember? (p. 48)
• Local and global coherence (p. 52)
• Models of text representation (p. 59)
• Key point summary (p. 63)
• Further reading (p. 64)
• Definitions (p. 64)
• 4 Learning to read words (p. 67)
• Ways to read words (p. 68)
• Skills and knowledge that aid word reading development (p. 74)
• Phases of word reading development (p. 81)
• What drives word reading development? (p. 85)
• Key point summary (p. 91)
• Further reading (p. 93)
• Definitions (p. 93)
• 5 The development of reading comprehension (p. 95)
• The relations between word reading, listening comprehension and reading comprehension (p. 96)
• Skills and knowledge that support reading comprehension (p. 99)
• Reading comprehension development (p. 112)
• Key point summary (p. 117)
• Further reading (p. 118)
• Definitions (p. 118)
• 6 Developmental dyslexia (p. 121)
• Developmental dyslexia: Definitions and characteristics (p. 122)
• Theories of dyslexia (p. 126)
• A look at subtypes: Are all dyslexic children the same or do different types of dyslexic exist? (p. 134)
• Dyslexia across the lifespan: Precursors, compensation and consequences (p. 140)
• Key point summary (p. 144)
• Further reading (p. 145)
• Definitions (p. 146)
• 7 Reading comprehension difficulties (p. 147)
• What is poor reading comprehension? (p. 148)
• Sources of discourse comprehension failure (p. 153)
• Causes of discourse comprehension failure (p. 164)
• The consequences of poor discourse comprehension (p. 166)
• Key point summary (p. 168)
• Further Reading (p. 169)
• Definitions (p. 170)
• 8 Instruction and intervention (p. 171)
• Instruction and interventions for word reading (p. 172)
• Instruction and interventions for reading comprehension (p. 179)
• Support and instruction for reading development (p. 185)
• Key point summary (p. 188)
• Further reading (p. 189)
• Definitions (p. 190)
• 9 The assessment of reading (p. 191)
• Assessment matters (p. 192)
• Word reading assessment: What, when and how? (p. 196)
• The assessment of reading comprehension: What, when and how? (p. 201)
• Key point summary (p. 209)
• Further reading (p. 210)
• Definitions (p. 210)
• 10 The Simple View of Reading: A framework for the study of reading development and reading difficulties (p. 213)
• The Simple View of Reading: A brief overview (p. 214)
• The Simple View of Reading and reading development (p. 215)
• The Simple View of Reading and reading difficulties (p. 218)
• The Simple View of Reading: An evaluation (p. 219)
• Reading development and reading difficulties: Implications (p. 220)
• Conclusions (p. 221)
• Further reading (p. 222)
• Definition (p. 222)
• Bibliography (p. 223)
• Glossary (p. 247)
• Index (p. 253)