Summary

The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. From one of the most accomplished and widely cited scholars in the field, the volume is divided into seven parts. Each part begins with a new introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.

Author Biography

Keith E. Stanovich, PhD, is currently Professor of Human Development and Applied Psychology at the Ontario Institute for Studies in Education of the University of Toronto. He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, and in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association. Stanovich is a Fellow of the American Psychological Association (Divisions 3 & 15), the American Psychological Society, and the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences. He is the author or editor of two previous books.

PART I: THE ROLE OF CONTEXT EFFECTS IN MODELS OF READING

Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context

(10)

Automatic Contextual Facilitation in Readers of Three Ages

(8)

Richard F. West

Keith E. Stanovich

Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency

(23)

The Interactive-Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psychology

(13)

PART II: PHONOLOGICAL SENSITIVITY AND THE PHONOLOGICAL CORE DEFICIT MODEL

Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processing

(23)

Assessing Phonological Awareness in Kindergarten Children: Issues of Task Comparability

(14)

Anne E. Cunningham

Barbara Cramer

Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model

(25)

The Phenotypic Performance Profile of Reading-Disabled Children: A Regression-Based Test of the Phonological-Core Variable-Difference Model

119

(30)

Linda S. Siegel

PART III: MATTHEW EFFECTS IN READING

Tying It All Together: A Model of Reading Acquisition and Reading Difficulty

149

(10)

Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

159

(48)

PART IV: THE IMPORTANCE OF WORD RECOGNITION IN MODELS OF READING

The Word Recognition Module

207

(14)

Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automaticity, and Modularity

221

(24)

PART V: THE COGNITIVE CONSEQUENCES OF LITERACY

Measuring Print Exposure: Attempts to Empirically Track ``Rich Get Richer'' Effects

245

(14)

Exposure to Print and Orthographic Processing

259

(20)

Richard F. West

Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligence

279

(30)

Literacy Experiences and the Shaping of Cognition

309

(14)

Anne E. Cunningham

Richard F. West

PART VI: DISCREPANCY DEFINITIONS OF READING DISABILITY

Reading Disability Classification: Are Reforms Based on Evidence Possible?

323

(15)

Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?

338

(23)

PART VII: THE READING INSTRUCTION DEBATE: COMMENTS ON THE ``READING WARS''

Putting Children First by Putting Science First: The Politics of Early Reading Instruction

361

(31)

Romance and Reality

392

(13)

Twenty-Five Years of Research on the Reading Process: The Grand Synthesis and What It Means for Our Field

405

(28)

Bibliography

Publications in Reading

421

(9)

Keith E. Stanovich

Related Publications

430

(3)

Keith E. Stanovich

References

433

(80)

Author Index

513

(20)

Subject Index

533

Supplemental Materials

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.