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Progress in Understanding Reading : Scientific Foundations and New Frontiers - Keith E. Stanovich

Progress in Understanding Reading

Scientific Foundations and New Frontiers

Paperback

Published: 21st April 2000
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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.

 

"This book is a tour de force in which Keith Stanovich reflects on his lifetime of pioneering research in the field of reading acquisition and disabilities. Presented are classic papers published over more than two decades, together with lucid discussions of Stanovich's current thinking on each topic. Readers gain the rare opportunity to observe how a scientist of this caliber develops his ideas and arguments over time, and why. Of particular relevance to readers interested in language and literacy disabilities are Stanovich's arguments for using theories of normal processing to constrain theories of reading disability; his case for seeing phonological problems as the source of most reading disabilities; and the evidence he presents on how the gap between poor and good readers widens with age."--Judith F. Duchan, PhD, State University of New York at Buffalo "This superbly written work will serve as a monument to many of the late 20th century's remarkable scientific achievements in the field of reading acquisition and reading disabilities. It is also a moving personal testament to an exceptionally creative scientist, profound thinker, and humanist. The volume will be an invaluable resource for graduate students and researchers in education and psychology, as it reveals not only many of the psychological mysteries of reading, but also the inner workings of the practice of science." --David L. Share, PhD, Faculty of Education, University of Haifa, Israel "Keith Stanovich weaves many of his important papers into a splendid tapestry of programmatic research." --Philip B. Gough, PhD, Barbara Pierce Bush Regents Professor, University of Texas at Austin "Keith Stanovich takes us on a personal tour of nearly 25 years of research and controversy in reading. We get some of his best papers--papers very important to the field--reprinted in one volume. The new material that interleaves these papers gives rich inside views on the process of research and its historical and social contexts. The 'Best of Stanovich, ' as one would expect, is very good indeed." --Charles A. Perfetti, PhD, Professor of Psychology and Linguistics, University of Pittsburgh "This book is a "tour de force"in which Keith Stanovich reflects on his lifetime of pioneering research in the field of reading acquisition and disabilities. Presented are classic papers published over more than two decades, together with lucid discussions of Stanovich's current thinking on each topic. Readers gain the rare opportunity to observe how a scientist of this caliber develops his ideas and arguments over time, and why. Of particular relevance to readers interested in language and literacy disabilities are Stanovich's arguments for using theories of normal processing to constrain theories of reading disability; his case for seeing phonological problems as the source of most reading disabilities; and the evidence he presents on how the gap between poor and good readers widens with age."--Judith F. Duchan, PhD, State University of New York at Buffalo "This superbly written work will serve as a monument to many of the late 20th century's remarkable scientific achievements in the field of reading acquisition and reading disabilities. It is also a moving personal testament to an exceptionally creative scientist, profound thinker, and humanist. The volume will be an invaluable resource for graduate students and researchers in education and psychology, as it reveals not only many of the psychological mysteries of reading, but also the inner workings of the practice of science." --David L. Share, PhD, Faculty of Education, University of Haifa, Israel "Keith Stanovich weaves many of his important papers into a splendid tapestry of programmatic research." --Philip B. Gough, PhD, Barbara Pierce Bush Regents Professor, University of Texas at Austin "Keith Stanovich takes us on a personal tour of nearly 25 years of research and controversy in reading. We get some of his best papers--papers very important to the field--reprinted in one volume. The new material that interleaves these papers gives rich inside views on the process of research and its historical and social contexts. The 'Best of Stanovich, ' as one would expect, is very good indeed." --Charles A. Perfetti, PhD, Professor of Psychology and Linguistics, University of Pittsburgh .,."this book is my bible....I have found that every time I re-read this book, I gain new insights and see relevance that I did not see in previous perusals. I pull it out every time I have a question, because answers are usually contained within its pages....To a researcher, this book is inspiring."--"BalancedReading.com" "Graduate students and researchers new to the field of literacy research will find this volume to be both a history lesson and a framework from which to think about current political issues in reading research and reading education. What might draw in both novice and seasoned researchers are the stories behind the studies: collaborations with like-minded colleagues, hypotheses that did not pan out, and reconsiderations of earlier beliefs...."Progress in Understanding Reading" will likely become a staple in the collections of those interested in the psychological aspects of reading, regardless of their political persuasions when it comes to reading research and practice. This volume marks an important era in the history of research on literacy acquisition."--"Teachers College Record" "He clearly brings fresh approaches to the classically rooted research....the most important and valuable part of this volume is the new material that precedes each section and puts the reprinted articles into context. These introductory commentaries give a wonderfully helpful continuity to the disparate pieces; they also place them in a new context....this book is a state-of-the-art compilation of important areas of reading research over the past 20 years. It is must-have knowledge for all reading researchers."--"American Journal of Psychology" "Keith E. Stanovich isundoubtedly the most prolific and most cited reading researcher in the 20th century. His contributions to our understanding of reading, via his empirical research studies and his syntheses of research, are enormous; these contributions should be appreciated immensely by the reading research community....This book by Keith E. Stanovich containing theoretical ideas and empirical findings superbly illustrates how science is the best tool we have for understanding reading and eventually helping all students learn to read better. It also included much more richness in the form of theoretical insights and reviews of research than this short commentary could begin to capture adequately. Thanks a million for another big contribution, Keith."--"Journal of Literacy Research" "Stanovich provides a useful overview of his research....a useful resource for graduate students, researchers, faculty, and practitioners exploring the reading process from a behavioral psychology perspective." --"Choice"

The Role of Context Effects in Models of Reading
Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Contextp. 3
Automatic Contextual Facilitation in Readers of Three Agesp. 13
Toward an Interactive--Compensatory Model of Individual Differences in the Development of Reading Fluencyp. 21
The Interactive--Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psychologyp. 44
Phonological Sensitivity and the Phonological Core Deficit Model
Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processingp. 57
Assessing Phonological Awareness in Kindergarten Children: Issues of Task Comparabilityp. 80
Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Modelp. 94
The Phenotypic Performance Profile of Reading-Disabled Children: A Regression-Based Test of the Phonological-Core Variable-Difference Modelp. 119
Matthew Effects in Reading
Tying It All Together: A Model of Reading Acquisition and Reading Difficultyp. 149
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacyp. 159
The Importance of Word Recognition in Models of Reading
The Word Recognition Modulep. 207
Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automaticity, and Modularityp. 221
The Cognitive Consequences of Literacy
Measuring Print Exposure: Attempts to Empirically Track "Rich Get Richer" Effectsp. 245
Exposure to Print and Orthographic Processingp. 259
Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligencep. 279
Literacy Experiences and the Shaping of Cognitionp. 309
Discrepancy Definitions of Reading Disability
Reading Disability Classification: Are Reforms Based on Evidence Possible?p. 323
Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?p. 338
The Reading Instruction Debate: Comments on the "Reading Wars"
Putting Children First by Putting Science First: The Politics of Early Reading Instructionp. 361
Romance and Realityp. 392
Twenty-Five Years of Research on the Reading Process: The Grand Synthesis and What It Means for Our Fieldp. 405
Bibliography
Publications in Reading by Keith E. Stanovichp. 421
Related Publications by Keith E. Stanovich in Other Areasp. 430
Referencesp. 433
Author Indexp. 513
Subject Indexp. 533
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9781572305656
ISBN-10: 1572305657
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 536
Published: 21st April 2000
Publisher: Guilford Publications
Country of Publication: US
Dimensions (cm): 15.6 x 23.6  x 2.82
Weight (kg): 0.79