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Review
"In the rapidly burgeoning, cumulative progress that characterizes our field today, this is the compendium that everyone needs. Graduate students and researchers alike will feast on this collection."
Professor Keith E. Stanovich, University of Toronto, Canada
Professor Keith E. Stanovich, University of Toronto, Canada
"This authoritative handbook defines the science of reading, reviewing the huge advances in knowledge over the last thirty years in a dazzling display of scholarship. No one interested in the psychology of reading can do without it."
Professor Uta Frith, Institute of Cognitive Neuroscience, University College London
"At last! The handbook we′ve all been waiting for – graduate students and seasoned researchers alike – an authoritative, state–of–the–art source–book encompassing all the central topics in the science of reading, with an author list that reads like a Who′s Who of basic reading research. The breadth and depth of each of so many seminal reviews confirms the status of reading science as one of the ′trophies′ of modern cognitive science. I expect this will remain the definitive work for years to come."
David L. Share, University of Haifa, Israel
“An invaluable reference text for researchers, graduate students and educators with an interest in reading … I recommend the book highly for anyone interested in the state of understanding of reading and its development.”
Fiona Lyddy, The Irish Psychologist
Product Description
The Science of Reading: A Handbook brings together state–of–the–art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills.
- Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross–linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction
- Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading
- Edited by well–respected senior figures in the field
Inside This Book
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First Sentence
Reading is information-processing: transforming print to speech, or print to meaning. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index
Reading is information-processing: transforming print to speech, or print to meaning. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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4 of 4 people found the following review helpful
Solid, in-depth overview of reading research
26 Mar 2011
Format:Paperback|Amazon Verified Purchase
I am a college instructor whose courses and research interests overlap with the contents of this volume. My original intent in buying this book was to have something I could recommend to educators, particularly administrators, to help them become aware of the scientific findings surrounding the various aspects of reading (so their educational decisions are based on science, not on educational tradition or good marketing). I quickly discovered, however, that that was NOT the purpose of this volume, and for me to rate it based on my faulty expectations would be most unfair to both prospective buyers as well as the authors and editors. The reason this did not meet my original purposes for buying the book is that this volume assumes much of the reader in terms of background in reading research. In the promotional blurb, when they say this is intended for scholars and graduate students, they were quite serious. The opening chapters cover some of the technicalities of dual-route theory and connectionist models, and without the proper background, these topics can be tough going.
Given the book's intention, this volume is EXCELLENT. Each article is written by one or more individuals whose research has specialized in that particular area. Each article functions as a well-documented review. Reading research has become so specialized that no reading researcher could pretend to have a thorough command of all the sub specialties covered in this volume. So, any reading researcher who wants to "keep up" on what is going on in other specialty areas will get a good overview of that area by reading the relevant chapter. Also, when writing a research article, if one needs a quick reference to direct readers toward a particular concept or body of research, many articles in this volume can serve this purpose quite admirably. So, if you are a reading researcher, or a graduate student in literacy, cognitive psychology or another area that requires background in reading research, this volume should prove very, very helpful.
Given the book's intention, this volume is EXCELLENT. Each article is written by one or more individuals whose research has specialized in that particular area. Each article functions as a well-documented review. Reading research has become so specialized that no reading researcher could pretend to have a thorough command of all the sub specialties covered in this volume. So, any reading researcher who wants to "keep up" on what is going on in other specialty areas will get a good overview of that area by reading the relevant chapter. Also, when writing a research article, if one needs a quick reference to direct readers toward a particular concept or body of research, many articles in this volume can serve this purpose quite admirably. So, if you are a reading researcher, or a graduate student in literacy, cognitive psychology or another area that requires background in reading research, this volume should prove very, very helpful.
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