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The Psychology of Reading
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The Psychology of Reading
1.
The Psychology of Reading
by Keith Rayner, Alexander Pollatsek. 529 pgs.
Book
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Title Page
Contents
Preface
PART ONE: BACKGROUND INFORMATION
Chapter One: INTRODUCTION AND PRELIMINARY INFORMATION
Chapter Two: WRITING SYSTEMS
Chapter Three: WORD PERCEPTION
PART TWO: SKILLED READING OF TEXT
Chapter Four: THE WORK OF THE EYES
Chapter Five: EYE-MOVEMENT CONTROL DURING READING
Chapter Six: INNER SPEECH
PART THREE: UNDERSTANDING TEXT
Chapter Seven: WORDS AND SENTENCES
Chapter Eight: REPRESENTATION OF DISCOURSE
PART FOUR: BEGINNING READING AND READING DISABILITY
Chapter Nine: LEARNING TO READ
Chapter Ten: STAGES OF READING DEVELOPMENT
Chapter Eleven: DYSLEXIA
PART FIVE: TOWARD A MODEL OF READING
Chapter Twelve: SPEEDREADING, PROOFREADING, AND INDIVIDUAL DIFFERENCES
Chapter Thirteen: MODELS OF READING
REFERENCES
AUTHOR INDEX
SUBJECT INDEX
2.
Understanding Readers' Understanding: Theory and Practice
by Patricia L. Anders, Judy Nichols Mitchell, Robert J. Tierney. 340 pgs.
Book
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Title Page
CONTENTS
PART I TEXT CONSIDERATIONS
1 CONTRIBUTIONS FROM COGNITIVE PSYCHOLOGY
REFERENCES
2: TEXT, ATTENTION, AND MEMORY IN READING RESEARCH
3 FOLLOWING THE AUTHOR'S TOP-LEVEL ORGANIZATION: AN IMPORTANT SKILL FOR READING COMPREHENSION
REFERENCES
ACKNOWLEDGMENT
4 ON INVESTIGATING CHILDREN'S TRANSITION FROM NARRATIVE TO EXPOSITORY DISCOURSE: THE MULTIDIMENSIONAL NATURE OF PSYCHOLOGICAL TEXT CLASSIFICATION
ACKNOWLEDGMENTS
REFERENCES
5: THE READER'S AFFECTIVE RESPONSE TO NARRATIVE TEXT
PART II LANGUAGE, KNOWLEDGE OF THE WORLD, AND INFERENCE
PART II LANGUAGE, KNOWLEDGE OF THE WORLD, AND INFERENCE
REFERENCES
ACKNOWLEDGMENTS
7 THE ROLE OF "TYPICALITY" IN READING COMPREHENSION
REFERENCES
8 DISCOURSE CONVENTIONS AND LITERARY INFERENCE: TOWARD A THEORETICAL MODEL
9: READERS' UNDERSTANDING OF METAPHOR: IMPLICATIONS OF LINGUISTIC THEORY FOR PSYCHOLINGUISTIC RESEARCH
10: COMPREHENSION AS CONTEXT: TOWARD RECONSIDERATION OF A TRANSACTIONAL THEORY OF READING
11: AUTHOR'S INTENTIONS AND READERS' INTERPRETATIONS
PART III INSTRUCTIONAL ISSUES
PART III INSTRUCTIONAL ISSUES
REFERENCES
13 READING TO LEARN: SETTING STUDENTS UP
REFERENCES
14: STRATEGIES FOR PROMOTING READER-TEXT INTERACTIONS
15: INSTRUCTIONAL RESEARCH ON LITERACY AND READING: PARAMETERS, PERSPECTIVES, AND PREDICTIONS
AUTHOR INDEX
SUBJECT INDEX
3.
Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read
by Frank Smith. 371 pgs.
Book
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Title Page
Contents
Preface to the Fifth Edition
Introduction
1: Knowledge and Comprehension
SUMMARY
2: Language: Spoken and Written
SUMMARY
3: Information and Experience
SUMMARY
4: Between Eye and Brain
SUMMARY
5: Bottlenecks of Memory
SUMMARY
6: Letter Identification
SUMMARY
7: Word Identification
SUMMARY
8: Phonics and Mediated Word Identification
SUMMARY
9: The Identification of Meaning
SUMMARY
10: Reading, Writing, and Thinking
SUMMARY
11: Learning About the World and About Language
SUMMARY
12: Learning to Use Written Language
SUMMARY
Notes
Glossary
References
Author Index
Subject Index
4.
The Psychology of Reading Instruction, in Reading Improvement
by Marlow Ediger. 8 pgs.
Journal Article
5.
Handbook of Reading Research, Vol. 1 (Chap. 16 "Individual Differences and Underlying Cognitive Processes in Reading")
by P. David Pearson. 899 pgs.
Book
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Title Page
Contents
Contributors
Foreword
Preface
Part One: Methodological Issues
1: The History of Reading Research
Notes
References
2: Current Traditions of Reading Research
References
3: Design and Analysis of Experiments
References
4: Ethnographic Approaches to Reading Research
References
5: Examples from Word Recognition
Notes
References
6: Assessment in Reading
References
Part Two: Basic Processes: the State of the Art
7: Models of the Reading Process
Notes
References
8: Word Recognition
References
9: A Schema-Theoretic View of Basic Processes in Reading Comprehension
References
10: Listening and Reading
References
11: The Structure of Text
References
12: Metacognitive Skills and Reading
References
13: Directions in the Sociolinguistic Study of Reading
References
14: Social and Motivational Influences on Reading
Notes
References
15: Understanding Figurative Language
References
16: Individual Differences and Underlying Cognitive Processes in Reading
Notes
References
Part Three: Instructional Practices: the State of the Art
17: Early Reading from a Developmental Perspective
Notes
References
18: From Debate to Reformation
Notes
References
19: Word Identification
References
20: Research on Teaching Reading Comprehension
References
21: Studying
References
22: Readability
References
23: Classroom Instruction in Reading
Notes
References
24: Managing Instruction
References
25: Oral Reading
References
Author Index
Subject Index
6.
Visual Processes in Reading and Reading Disabilities
by Dale M. Willows, Richard S. Kruk, Evelyne M. Corcos. 506 pgs.
Book
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Title Page
Contents
Preface
Acknowledgments
Contributors
Introduction
I: Background
1: History of Interest in the Visual Component of Reading
2: The Relation of Reversal Errors to Reading Disabilities
3: Orton Revisited: Dyslexia,Laterality, and Left-Right Confusion
II: Neuropsychological Bases of Visual Processes
4: Neurological Basis of Visual Processes in Reading
5: Sustained (P) and Transient(M) Channels in Vision: A Review and Implications for Reading
6: Visual Aspects of
III: Visual Processes in Reading
7: Visual Information Processing in Reading
8: The Processing of Orthographic Information
9: Eye Movements in Reading
10: Eye Movement Control and Visual Display Units
11: Bi-Alphabetism and the Design of a Reading Mechanism
IV: Visual Factors in Reading Disabiliities
12: Are There Differences Between Disabled and Normal Readers in Their Processing of Visual Information?
13: Evidence for a Visual-Processing-Deficit Subtype Among Disabled Readers
14: Visual Temporal Processing Deficits in Specific Reading Disability
15: Visuospatial Perception in Disabled Readers
16: The Visual (Orthographic)Processor and Developmental Dyslexia
17: Disabled and Normal Readers' Eye Movements in Reading and Nonreading Tasks
18
V: Parameters Affecting Visual Processing
19: Optometric Factors in Reading Disability
20: Reading and Visual Discomfort
21: Processing Text on Monitors
VI: Conclusions and Future Directions
22: Visual Processes in Reading: Directions for Research and Theory
Author Index
Subject Index
7.
Reading by Design: Evolutionary Psychology and the Neuropsychology of Reading, in Journal of Psychology and Theology
by Eric L. Johnson, June Hetzel, Sarah Collins. 23 pgs.
Journal Article
8.
A Survey of Training, Practice and Competence in Reading Assessment and Intervention, in School Psychology Review
by Jason M. Nelson, Greg R. Machek. 16 pgs.
Journal Article
9.
Designing Contexts to Increase Motivations for Reading, in Educational Psychologist
by John T. Guthrie, Solomon Alao. 11 pgs.
Journal Article
10.
Reading and Writing Acquisition: A Developmental Neuropsychological Perspective
by Virginia Wise Berninger. 240 pgs.
Book
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With Reading and Writing Acquisition, Virginia Berninger provides a theoretical framework for integrating the biological and educational perspectives of literacy to explain normal and disabled reading and writing development.
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Title Page
CONTENTS
PREFACE
Acknowledgments
PART 1: Theoretical Foundations
Chapter 1: Defining the Developmental Neuropsychological Perspective
Chapter 2: Biological Constraints on Reading and Writing Acquisition
Chapter 3: Educational Constraints on Reading and Writing Acquisition
PART II: Research on Reading and Writing Acquisition from the Developmental Neuropsychological Perspective
Chapter 4: Introduction to Part II and Multiple Connections and Multiple Procedures for Reading and Spelling Single Words
Chapter 5: Levels of Language and Intraindividual Differences in Levels of Language in Reading Comprehension and Composition
Chapter 6: Multiple Constraints and Shared Subsystems in Writing Acquisition
Chapter 7: Implications of the Developmental Neuropsychological Perspective for Assessing, Preventing, and Remediating Reading and Writing Disabilities
GLOSSARY
REFERENCES
INDEX
11.
Basic Processes in Reading: Visual Word Recognition
by Derek Besner, Glyn W. Humphreys. 360 pgs.
Book
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Title Page
Contents
Preface
Basic Processes in Word Recognition and Identification: an Overview
References
Acknowledgments
2: Additive and Interactive Effects of Repetition, Degradation, and Word Frequency in the Reading of Handwriting
Footnotes
References
Acknowledgments
3: Letter-By-Letter Readers: Evidence for Parallel Processing
Footnotes
Acknowledgments
References
4: Phonologic Mediation is Fundamental to Reading
Footnotes
Acknowledgments
References
Appendix A
5: Derek: the Direct Encoding Routine for Evoking Knowledge
Footnotes
References
Acknowledgments
6: The Nature and Locus of Word Frequency Effects in Reading
Footnotes
Acknowledgments
References
7: Word Recognition Processes in Foveal and Parafoveal Vision: the Range of Influence of Lexical Variables
Footnotes
Acknowledgments
Footnotes
8: A Distributed Memory Model of Context Effects in Word Identification
Footnote
Acknowledgments
References
9: Semantic Priming Effects in Visual Word Recognition: a Selective Review of Current Findings and Theories
Footnotes
References
Author Index
Subject Index
12.
Beliefs about Text and Instruction with Text
by Ruth Garner. 344 pgs.
Book
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Title Page
Contributors
Contents
Foreword: The Importance of Examining Beliefs About Text
References
Preface
References
Part One: Childrens, Adolescents', and Adults' Beliefs About Text
Chapter One: Adolscent Beliefs About Oral and Written Language
ACKNOWLEDGMENTS
References
Appendix
Chapter Two: An Emerging Conceptualization of Epistemological Beliefs and Their Role in Learning
References
Chapter Three: Who Is This "I" Person, Anyway? The Presence of a Visible Author in Statistical Text
References
Appendix
Chapter Four: Literacy Practices Outside of School: Adults' Beliefs and Their Responses to "Street Texts"
References
Chapter Five: Why Do Readers Fail to Change Their Beliefs After Reading Persuasive Text?
References
Part Two: Teachers' Beliefs About Text and Instruction with Text
Chapter Six: Research Studies as Texts: Sites for Exploring the Beliefs and Learning of Researchers and Teachers
References
Chapter Seven: Emerging Epistemologies of Text: Learning to Treat Texts as Human Creations in a "Writing Classroom"
References
Chapter Eight: Relationship Between Teachers' Beliefs and Their Instructional Practice in Reading
References
Chapter Nine: Teachers' Knowledge and Beliefs About Summary as a Component of Reading
References
Chapter Ten: Gender, Text, and Discussion: Expanding the Possibilities
References
Chapter Eleven: Do Teachers Consider Nonlinear Text to Be Text?
References
Part Three: Issues in Research on Beliefs About Text
Chapter Twelve: Adults' Views About Knowing and Believing
ACKNOWLEDGMENTS
References
Chapter Thirteen: Social Psychology Research on Beliefs and Attitudes: Implications for Research on Learning From Text
References
Chapter Fourteen: The Role of Belief Systems in Authors' and Readers' Constructions of Texts
References
ACKNOWLEDGMENTS
A Look to the Future: What We Might Learn from Research on Beliefs
References
Author Index
Subject Index
13.
Basic Studies on Reading (Chap. 11 "Psychology and Reading: Commentary on Chapters 5 to 10")
by Harry Levin, Joanna P. Williams. 277 pgs.
Book
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Title Page
The Authors
Preface
Contents
1: Phonology and Reading
2: Linguistic Forms and the Process of Reading
3: Regularity in Reading and Spelling
4: Linguistics and Reading: a Commentary on Chapters 1 to 3
5: Utilization of Spelling Patterns by Deaf and Hearing Subjects
6: Components of Literacy: Speculations and Exploratory Research
7: Three Stages of Reading
8: Grammatical Structure and Reading
9: Reading by Eye
10: First-Graders' Use of Grammatical Context in Reading
11: Psychology and Reading: Commentary on Chapters 5 to 10
12: A Motivational Content Analysis of Children's Primers
13: The Reading of the -Ed Suffix
14: Story Retelling: a Study of Sequential Speech in Young Children
15: From Basic Research on Reading to Educational Practice
Index
14.
Psychology in Teaching Reading (1961)
by Henry P. Smith, Emerald V. Dechant. 484 pgs.
Book
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Title Page
Preface
Table of Contents
1: The Teacher's Interest in the Reading Process
Bibliography
2: The Perceptual Nature of Reading
3: Learning Principles and the Reading Process
4: The Psychological Bases of Readiness
5: The Sensory Bases of Reading
6: The Physiological Correlates of Reading
7: Basic Reading Skills: Word Recognition
8: Basic Reading Skills. Comprehension and Rate Skills
9: Readability and Legibility
10: Motivation and Reading Interests
12: Reading in the Learning Process
13: Reading in the Content Areas
14 Reading in the Developmental Program
15: Diagnosis and Remediation in the Development Program
16: The Scope of the Reading Process
Index
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Psychology of Reading - Related Topics
Teaching Reading
Reading Comprehension
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Related Topics
Teaching Reading
Reading Comprehension
Reading Instruction
Teaching Reading Comprehension
Teaching Language Arts
Literacy
Illiteracy
Group Reading
Sustained Silent Reading (SSR)
Basal Readers
Whole Language
Phonics
K-W-L
English as a Second Language (ESL)
Adult English as a Second Language (ESL)
Reading Disabilities
Learning Disabilities
Educational Psychology
Psychology of Learning
Reading Assessments
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