Cover image for Progress in understanding reading : scientific foundations and new frontiers
Title:
Progress in understanding reading : scientific foundations and new frontiers
Author:
Stanovich, Keith E., 1950-
Personal Author:
Publication Information:
New York : Guilford Press, [2000]

©2000
Physical Description:
xxiii, 536 pages ; 25 cm
Language:
English
ISBN:
9781572305649

9781572305656
Format :
Book

Available:*

Library
Call Number
Material Type
Home Location
Status
Central Library LB1050 .S723 2000 Adult Non-Fiction Non-Fiction Area
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Summary

Summary

The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. From one of the most accomplished and widely cited scholars in the field, the volume is divided into seven parts. Each part begins with a new introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.


Author Notes

Keith E. Stanovich is currently Professor of Human Development and Applied Psychology at the Ontario Institute for Studies in Education of the University of Toronto.


Reviews 1

Choice Review

Stanovich provides a useful overview of his research in a selection of his essays that affirm one of two opposing camps concerned with reading. This volume is divided into seven sections representing areas of his research. Each section starts with a background piece that places the essays in a contemporary context. For nearly 25 years Stanovich has conducted clinical studies that, he claims, present scientific proof that readers, especially those having difficulty, require systematic instruction in phonology and the alphabetic system. While his findings have had a strong impact on reading instruction, they represent only one perspective. An opposing view emphasizes meaning and context, not only isolated sounds and word identification. Relentless in criticizing this position and his critics, Stanovich accuses them of never addressing phonology. He ignores the fact that his opponents believe a holistic approach (which includes grapho-phonemic as well as semantic and syntactic cuing systems) is crucial for all learners--both those who learn to read easily and those who do not. This should be a useful resource for graduate students, researchers, faculty, and practitioners exploring the reading process from a behavioral psychology perspective. R. Roth; Rockhurst University


Table of Contents

ForewordIsabel L. Beck
Preface
I The Role of Context Effects in Models of Reading
1 Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context
2 Automatic Contextual Facilitation in Readers of Three AgesRichard F. West and Keith E. Stanovich
3 Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency
4 The Interactive Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psychology
II Phonological Sensitivity and the Phonological Core Deficit Model
5 Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processing
6 Assessing Phonological Awareness in Kindergarten Children: Issues of Task ComparabilityAnne E. Cunningham and Barbara Cramer
7 Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model
8 The Phenotypic Performance Profile of Reading-Disabled Children: A Regression-Based Test of the Phonological-Core Variable-Difference ModelLinda S. Siegel
III Matthew Effects in Reading
9 Tying It All Together: A Model of Reading Acquisition and Reading Difficulty
10 Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
IV The Importance of Word Recognition in Models of Reading
11 The Word Recognition Module
12 Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automaticity, and Modularity
V The Cognitive Consequences of Literacy
13 Measuring Print Exposure: Attempts to Empirically Track "Rich Get Richer" Effects
14 Exposure to Print and Orthographic ProcessingRichard F. West
15 Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligence
16 Literacy Experiences and the Shaping of Cognition, StanovichAnne E. Cunningham and Richard F. West
VI Discrepancy Definitions of Reading Disability
17 Reading Disability Classification: Are Reforms Based on Evidence Possible?
18 Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?
VII The Reading Instruction Debate: Comments on the "Reading Wars"
19 Putting Children First by Putting Science First: The Politics of Early Reading Instruction
20 Romance and Reality
21 25 Years of Research on the Reading Process: The Grand Synthesis and What It Means for Our Field

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