{"product_id":"the-science-of-reading-isbn-9781119705093","title":"The Science of Reading","description":"\u003cp\u003e\u003cb\u003eProvides an overview of state-of-the-art research on the science of reading, revised and updated throughout \u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Science of Reading \u003c\/i\u003epresents the most recent advances in the study of reading and related skills. Bringing together contributions from a multidisciplinary team of experts, this comprehensive volume reviews theoretical approaches, stage models of reading, cross-linguistic studies of reading, reading instruction, the neurobiology of reading, and more. Divided into six parts, the book explores word recognition processes in skilled reading, learning to read and spell, reading comprehension and its development, reading and writing in different languages, developmental and acquired reading disorders, and the social, biological, and environmental factors of literacy. \u003c\/p\u003e\u003cp\u003eThe second edition of \u003ci\u003eThe Science of Reading \u003c\/i\u003eis extensively revised to reflect contemporary theoretical insights and methodological advances. Two entirely new chapters on co-occurrence and complexity are accompanied by reviews of recent findings and discussion of future trends and research directions. Updated chapters cover the development of reading and language in preschools, the social correlates of reading, experimental research on sentence processing, learning to read in alphabetic orthographies, comorbidities that occur frequently with dyslexia, and other central topics. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eDemonstrates how different knowledge sources underpin reading processes using a wide range of methodologies\u003c\/li\u003e \u003cli\u003ePresents critical appraisals of theoretical and computational models of word recognition and evidence-based research on reading intervention\u003c\/li\u003e \u003cli\u003eReviews evidence on skilled visual word recognition, the role of phonology, methods for identifying dyslexia, and the molecular genetics of reading and language\u003c\/li\u003e \u003cli\u003eHighlights the importance of language as a foundation for literacy and as a risk factor for developmental dyslexia and other reading disorders\u003c\/li\u003e \u003cli\u003eDiscusses learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment\u003c\/li\u003e \u003cli\u003eDescribes the role of contemporary analytical tools such as dominance analysis and quantile regression in modelling the development of reading and comprehension\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003ePart of the acclaimed \u003ci\u003eWiley\u003c\/i\u003e \u003ci\u003eBlackwell Handbooks of Developmental Psychology \u003c\/i\u003eseries, the second edition of \u003ci\u003eThe Science of Reading: A Handbook \u003c\/i\u003eremains an invaluable resource for advanced students, researchers, and specialist educators looking for an up-to-date overview of the field. \u003c\/p\u003e\u003cp\u003eList of Contributors ix\u003c\/p\u003e \u003cp\u003ePrefacexv\u003c\/p\u003e \u003cp\u003eAcknowledgmentsxix\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Word Recognition 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives 5\u003cbr\u003e \u003ci\u003eCharles Perfetti and Anne Helder\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Models of Word Reading: What Have We Learned? 36\u003cbr\u003e \u003ci\u003eMark S. Seidenberg, Molly Farry- Thorn, and Jason D. Zevin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Word Recognition I: Visual and Orthographic Processing 60\u003cbr\u003e \u003ci\u003eJonathan Grainger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Word Recognition II: Phonological Coding in Reading 79\u003cbr\u003e \u003ci\u003eMarc Brysbaert\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Word Recognition III: Morphological Processing 102\u003cbr\u003e \u003ci\u003eKathleen Rastle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Learning to Read and Spell 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6 The Foundations of Literacy 125\u003cbr\u003e \u003ci\u003eLorna G. Hamilton and Marianna E. Hayiou- Thomas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Learning to Read Words 148\u003cbr\u003e \u003ci\u003eAnne Castles and Kate Nation\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Learning to Spell Words 165\u003cbr\u003e \u003ci\u003eNenagh Kemp and Rebecca Treiman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Individual Differences in Learning to Read Words 186\u003cbr\u003e \u003ci\u003eDonald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, and Nuria Gutiérrez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Teaching Children to Read 209\u003cbr\u003e \u003ci\u003eRobert Savage\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Reading Comprehension 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11 Reading Comprehension I: Discourse 239\u003cbr\u003e \u003ci\u003ePaul van den Broek and Panayiota Kendeou\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Reading Comprehension II: Sentence Processing 261\u003cbr\u003e \u003ci\u003eSimon P. Liversedge, Chuanli Zang, and Feifei Liang\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Modeling the Development of Reading Comprehension 280\u003cbr\u003e \u003ci\u003eArne Lervåg and Monica Melby- Lervåg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Children’s Reading Comprehension Difficulties 298\u003cbr\u003e \u003ci\u003eKate Cain\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV Reading in Different Languages 323\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15 Reading and Reading Disorders in Alphabetic Orthographies 327\u003cbr\u003e \u003ci\u003eMarkéta Caravolas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Reading and Reading Disorders in Chinese 354\u003cbr\u003e \u003ci\u003eCatherine McBride, Xiangzhi Meng, Jun-Ren Lee, and Dora Jue Pan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Reading the Akshara Writing System 372\u003cbr\u003e \u003ci\u003eSonali Nag\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V Disorders of Reading 391\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e18 Acquired Disorders of Reading and Writing 395\u003cbr\u003e \u003ci\u003eAnna Woollams, Matthew A. Lambon- Ralph, and Karalyn Patterson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Developmental Dyslexia 416\u003cbr\u003e \u003ci\u003eRichard K. Wagner, Fotena A. Zirps, and Sarah G. Wood\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Comorbidity of Reading Disorders 439\u003cbr\u003e \u003ci\u003eKristina Moll\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Learning to Read with a Language or Hearing Impairment 460\u003cbr\u003e \u003ci\u003eSuzanne M. Adlof, Jessica Chan, Krystal Werfel, and Hugh W. Catts\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Biological and Social Correlates of Reading 487\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e22 The Genetics of Dyslexia: Learning from the Past to Shape the Future 491\u003cbr\u003e \u003ci\u003eSilvia Paracchini\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Genetic and Environmental Influences on Learning to Read 515\u003cbr\u003e \u003ci\u003eCallie W. Little and Sara A. Hart\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 The Neurobiology of Literacy 533\u003cbr\u003e \u003ci\u003eJason D. Yeatman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGlossary 556\u003c\/p\u003e \u003cp\u003eIndex 569\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMargaret J. Snowling\u003c\/b\u003e is Professor of Psychology and President of St. John’s College, University of Oxford. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She is Past President of the Society for the Scientific Study of Reading and served on Sir Jim Rose’s Expert Advisory Group on provision for Dyslexia. She was appointed CBE for services to science and the understanding of dyslexia in 2016.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCharles Hulme\u003c\/b\u003e is Professor of Psychology and William Golding Senior Research Fellow at Brasenose College, University of Oxford. He is a fellow of the British Academy, the Academy of Social Sciences, and Academia Europea. He recieved the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association in 2019. \u003c\/p\u003e \u003cp\u003e\u003cb\u003eKate Nation\u003c\/b\u003e is Professor of Experimental Psychology at the University of Oxford and a Fellow of St. John's College. She is a Fellow of the Academy of Social Sciences. Her research concerned with language processing has been recognized by the British Psychological Society and the Experimental Psychology Society. She received the Celebrating Impact Prize from the Economic and Social Research Council in 2020.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990336258277,"sku":"NP9781119705093","price":195.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119705093.jpg?v=1761787407","url":"https:\/\/k12savings.com\/es\/products\/the-science-of-reading-isbn-9781119705093","provider":"K12savings","version":"1.0","type":"link"}