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.

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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.

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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.

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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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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.

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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.

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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.

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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.

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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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