Richard K. Wagner, PhD, is Robert G. Lawton Distinguished Research Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His major area of research interest is the acquisition of complex cognitive knowledge and skills. In the domain of reading, Dr. Wagner’s research has focused on the role of reading-related phonological processing abilities in the normal and abnormal development of reading skills; the prediction, prevention, and remediation of dyslexia; and understanding the origins of individual and developmental differences in reading comprehension.

Christopher Schatschneider, PhD, is Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His research focuses on early reading development and reading disabilities. Dr. Schatschneider is also a trained methodologist who frequently provides assistance to investigators around design and analysis issues that arise when designing experiments and analyzing data from studies of early reading development. He is the Editor of Annals of Dyslexia and serves on the editorial boards of numerous journals.

Caroline Phythian-Sence, PhD, engages in research and pilot development for Reading Is Fundamental, UK, at the National Literacy Trust, in London, England. Previously, Dr. Phythian-Sence was a doctoral student of Richard Wagner at Florida State University and the Florida Center for Reading Research, where she studied vocabulary knowledge and its relation to comprehension.

Cognitive Approaches
Language and Body	p. 3
Eye Movements and Moment-to-Moment Comprehension Processes in Reading	p. 27
The Influence of In-Text Instruction on Declarative Knowledge and Vocabulary Learning in Struggling Readers: How IQ Confounds the Story	p. 46
Developmental Approaches
How Children Read for Comprehension: Eye Movements in Developing Readers	p. 75
Reading between the Lines: Developmental and Individual Differences in Cognitive Processes in Reading Comprehension	p. 107
The Roles of Fluent Decoding and Vocabulary in the Development of Reading Comprehension	p. 124
Individual-Differences Approaches
Reading Comprehension Development from 8 to 14 Years: The Contribution of Component Skills and Processes	p. 143
Reading Comprehension and Vocabulary: What's the Connection?	p. 176
Examining the Decision Reliability and Validity of Three Reading Fluency Measures for Predicting Outcomes on Statewide Reading Accountability Tests	p. 195
Biological-Based Approaches
Assessment and Etiology of Individual Differences in Reading Comprehension	p. 227
Genes, Environments, and the Development of Early Reading Skills	p. 246
Examining Sources of Poor Comprehension in Older Poor Readers: Preliminary Findings, Issues, and Challenges	p. 263
Epilogue
Promising Interfaces	p. 287
Index	p. 291
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