Routes To Reading Success and Failure: Toward an Integrated Cognitive Psychology of Atypical Reading

by Jackson,Nancy E.

• ISBN13: 9781841690117
• ISBN10: 1841690112
• Edition: 1st
• Format: Hardcover
• Copyright: 2001-09-21
• Publisher: Psychology Pres

Summary

This new book provides fresh and original perspectives on the nature of individual differences in word and nonword reading. It does so by connecting three literatures that have developed largely in isolation from one another: the literatures on acquired dyslexia, difficulties in learning to read, and recocious reading. Jackson, a developmental psychologist, reconsiders her own and other recent studies of the cognitive psychology of precocious reading and hyperlexia. Coltheart, a cognitive neuropsychologist, draws on his own and others' studies of adults with acquired dyslexias. These literatures and studies of both developmental dyslexia and "garden variety" poor reading in children are examined to show how careful attention to methodological and conceptual issues can highlight similarities and differences across these diverse groups of readers. Central to the authors' analysis is their argument for a distinction between proximal and distal causes of atypical reading. Proximal causes are cognitiveexplanations are the level of an individual's current reading system. Distal causes, which are likely to be less consistent across groups, include biological mechanisms and reading experiences. The authors analyses of proximal causes of atypical reading are presented in the context of Coltheart's dual-route cascaded (DRC) model of word and nonword reading.Routes to Reading Success and Failurewill be of interest to a broad range of readers concerned with reading and its difficulties in cognitive psychology, neuropsychology, child development, and education.

Table of Contents

About the Authors	xi
Acknowledgments	xiii
Introduction	1	(10)
Making Connections Across Studies of Typical and Atypical Readers	1	(2)
Making Connections Across Methodological Orientations	3	(1)
Maintaining Good Fences	4	(2)
Theoretical and Historical Context	6	(1)
Some Questions About Reading	7	(1)
A Note about Notation	8	(3)
Proximal and Distal Causes of Individual Differences in Reading	11	(28)
Definitions	11	(2)
Causal Modeling of Individual Differences in Reading and Reading Development	13	(6)
Describing Individual Differences in Reading Behavior	19	(6)
Proximal Causes of Individual Differences in Reading	25	(7)
Distal Causes of Individual Differences in Reading	32	(5)
Conclusions	37	(2)
Dual-Route Theories of Reading	39	(32)
The Dual-Route Approach to the Explanation of How Single Printed Words are Read Aloud	40	(6)
Are There Alternatives to the Dual-Route Theory of Reading Aloud?	46	(5)
The Dual-Route Cascaded Model of Reading Aloud	51	(4)
Some Examples of the Dual-Route Cascaded Model in Operation	55	(7)
Some Data From Studies of Skilled Adult Reading That Are Successfully Simulated by the Dual-Route Cascaded Model	62	(4)
The Future of the Dual-Route Cascaded Model of Reading Aloud	66	(1)
The Dual-Route Approach to the Explanation of How Single Printed Words are Understood	66	(2)
A Dual-Route Theory of Reading Aloud and Reading Comprehension	68	(2)
Conclusions	70	(1)
Acquired Dyslexia	71	(22)
Six Subtypes of Acquired Dyslexia	73	(7)
Acquired Dysgraphia and Its Relation to Acquired Dyslexia	80	(2)
Beyond the Subtyping of Acquired Dyslexia	82	(2)
Proximal Causes of Acquired Dyslexia	84	(3)
The Heterogeneity of Surface Dyslexia and Other Acquired Dyslexias	87	(2)
Distal Causes of Acquired Dyslexia	89	(1)
Summary	90	(3)
Reading Acquisition	93	(32)
How Should We Conceptualize the Developing Reading System?	93	(3)
Two Accounts of Differences Between Beginning and Skilled Reading Systems	96	(13)
How Does the Reading System Develop?	109	(13)
Summary and a Look Ahead	122	(3)
Reading Acquisition Difficulties	125	(30)
Unsuccessful Beginners' Reading Systems	125	(2)
Definition of the Population of Poor Readers	127	(3)
Description and Proximal Causes of Poor Reading	130	(6)
Distal Causes of Reading Acquisition Failure	136	(15)
Conclusions and Questions about Reading Acquisition Failure	151	(4)
Precocious Reading	155	(32)
Definition of the Population	156	(3)
Connecting Studies of Precocious Reading to Studies of Acquired Dyslexia and Poor Reading	159	(2)
Description and Proximal Causes of Precocious Reading	161	(12)
Distal Causes of Precocious Reading	173	(14)
Conclusions	187	(12)
The Reading System	187	(3)
Atypical Acquisition of the Reading System	190	(4)
Losing the Reading System	194	(2)
Learning and Doing	196	(3)
References	199	(16)
Author Index	215	(6)
Subject Index	221