TY  - BOOK
AU  - Parrila,Rauno K.
AU  - Cain,Kate
AU  - Compton,Donald L.
TI  - Theories of Reading Development
T2  - Studies in Written Language and Literacy Series
SN  - 9789027265647
AV  - P118.7 
U1  - 418.4 
PY  - 2017///
CY  - Amsterdam/Philadelphia
PB  - John Benjamins Publishing Company
KW  - Reading comprehension--Psychological aspects
KW  - Electronic books
N1  - Intro -- Theories of Reading Development -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Introduction to big questions -- Integrating word processing with text comprehension: Theoretical frameworks and empirical examples -- Theories of reading comprehension -- The Reading Systems Framework -- Word comprehension within the Reading Systems Framework -- Conclusion -- Acknowledgments -- References -- Genetic and environmental influences on the development of reading and related skills -- Overview of modern behavior-genetic studies of reading -- The genetic and environmental etiology of reading disability -- The genetic and environmental etiology of individual differences in reading -- Summary -- Qualifications and clarifications -- Conclusion -- References -- Early literacy across languages -- What is a word? -- Basic dimensions of word reading -- Early literacy in context -- Semantic information -- Visual-orthographic information -- Learning to write across cultures -- Conclusion -- References -- Learning to read alphasyllabaries -- Principles of the writing system -- Learning to read -- Conclusion -- References -- Opening the "black box" of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read -- Introduction -- Statistical learning mechanisms: Structured probabilistic vs. dynamic systems -- Analogical reasoning as an inductive mechanism for transfer -- Adding inductive learning to an individual difference model of reading development -- The role of inductive learning in reading development -- Support for the role of inductive learning supporting reading development -- Conclusion -- Acknowledgements -- References -- Introduction to word reading -- Orthographic mapping and literacy development revisited; Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning -- References -- Putting the learning into orthographic learning -- 1. The self-teaching hypothesis -- 2. Investigating learning within the self-teaching framework -- 3. Learning from experience and becoming an expert -- 4. Modelling orthographic learning -- 5. Conclusions and future directions -- Acknowledgements -- References -- Orthographic learning is verbal learning: The role of spelling pronunciations -- Learning the segments of speech -- Letter-sound learning -- Learning written sounds well enough to recall them -- Learning spelling pronunciations -- Spelling pronunciations and sight word reading -- Conclusion and future directions -- References -- Learning to read morphologically complex words -- Setting the stage: Young students' morphological knowledge -- Contribution of morphological knowledge to general word reading -- Morphemic processing in theories of early word reading -- Do morphemes serve as units in children's word reading? -- Studies of polymorphemic word reading -- What have we learned? And what next? -- References -- Appendix -- Learning to read in a second language -- Foundations of early language and literacy skills -- Bilingualism and metalinguistic awareness -- Second language word decoding -- Second language reading comprehension -- Role of first language proficiency in second language reading -- Future perspectives -- References -- Introduction to reading comprehension -- Vocabulary, morphology, and reading comprehension -- What does it mean to know a word? -- How do vocabulary knowledge and reading comprehension co-develop? -- Summary -- References -- Reading comprehension: What develops and when? -- 1. Comprehension by ear and by eye: What is involved?; 2. Theoretical models of reading comprehension: A critical review -- 3. Returning to the situation model: What's in a situation model and how does that develop? -- 4. Conclusions -- Acknowledgements -- References -- Development of reading comprehension: Change and continuity in the ability to construct coherent representations -- Building a coherent representation -- Reader, text, and task factors that affect comprehension -- Development: Continuity and change in building coherence -- The role of knowledge in building coherence -- Theoretical and applied implications -- References -- Introduction to atypical reading development -- Early identification of reading disabilities -- Family history -- Early deficits in language development -- Nonlinguistic precursors of RD -- Risk and resilience -- Universal screening -- Response to intervention -- Dynamic assessment -- Summary -- References -- Dyslexia and word reading problems -- Developmental dyslexia defined -- Single-cause theories of developmental dyslexia -- Acknowledging heterogeneity: Subtypes of dyslexia -- Multiple-Deficit models of dyslexia -- Conclusion -- References -- Children with specific text comprehension problems -- Background -- The research base supporting word-level and text-level sources of comprehension failure -- Bringing things together: A more coherent model -- Concluding comments -- References -- Introduction to instruction and intervention -- Starting from home: Home literacy practices that make a difference -- The home literacy model -- Evaluating the support for the home literacy model across cultures -- Assessing the quality of parent-child interactions -- Conclusion -- References -- Early reading interventions: The state of the practice, and some new directions in building causal theoretical models; The evidence from school-based intervention research: What do we really (confidently) know? -- Theorizing interventions - some conclusions -- References -- Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words -- Morphological knowledge and why it should be related to literacy -- Effects of morphological instruction -- Designing morphological instruction: Theory and practice -- Conclusion -- References -- Reading comprehension instruction and intervention: Promoting inference making -- A cognitive perspective of reading comprehension -- Approaches to improving inference making -- General discussion -- Conclusion -- References -- Theoretically guided interventions for adolescents who are poor readers -- Data illustrating the challenges of reading growth in older readers -- Application of conceptual and theoretical frameworks -- Development and efficacy of content area reading interventions -- Development and efficacy of reading treatments for secondary students with reading disabilities -- Future development of secondary reading treatment -- References -- Child characteristics by instruction interactions, literacy, and implications for theory and practice -- Historical and theoretical roots -- Theoretical advances: The rise of contextualism -- Review of the literature -- Causal implications of CXI interactions: Our work and others -- Dynamic Forecasting Intervention (DFI) Models -- Assessment-to-Instruction technology platform (A2i) -- Professional development and implementing Individualized Student Instruction (ISI) in the classroom -- Effects of the ISI/A2i intervention: Grade-level and accumulating effects -- CXI interactions in other studies -- Theories, new methods, and implications for practice -- References -- Index
N2  - Collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4983498
ER  -