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220614s2015 nyua b 001 0 eng d |
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|a9780199324576|q(hbk.) :|cNT$5112
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|a(OCoLC)913768339|z(OCoLC)934408026|z(OCoLC)956683203|z(OCoLC)980586421
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|aThe Oxford handbook reading /|cedited by Alexander Pollatsek and Rebecca Treiman.
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260 |
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|aNew York :|bOxford University Press,|c2015.
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300 |
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|axvi, 504 p. :|bill. ;|c27 cm.
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490 |
1
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|aOxford library of psychology
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504 |
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|aIncludes bibliographical references and indexes.
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|aIntroduction -- Introduction / Alexander Pollatsek and Rebecca Treiman -- Writing systems : their properties and implications for reading / Brett Kessler and Rebecca Treiman -- Visual word recognition / Melvin J. Yap and David A. Balota -- The work of the eyes during reading / Elizabeth R. Schotter and Keith Rayner -- Words -- Visual word recognition in the bayesian reader framework / Sachiko Kinoshita -- Neighborhoods and word reading / Manuel Perea -- Cross-linguistic perspectives on letter-order processing : empirical findings and theoretical considerations / Ram Frost -- The nature of lexical representation in visual word recognition / Marcus Taft -- Are polymorphemic words processed differently from other words during reading? / Jukka Hyönä -- Literacy and literacy development in bilinguals / Debra Jared -- Individual differences among skilled readers : the role of lexical quality / Sally Andrews -- What acquired dyslexia reveals about reading in the mind and brain / Anna Woollams -- Sentences and texts -- The role of sound in silent reading / Alexander Pollatsek -- Reading sentences : syntactic parsing and semantic interpretation / Adrian Staub -- Models of discourse comprehension / Edward O'Brien and Anne Cook -- How is information integrated across fixations in reading? / Michael G. Cutter, Denis Drieghe, and Simon P. Liversedge -- The role of words in chinese reading / Xingshan Li, Simon Liversedge, Chuanli Zang, and Alexander Pollatsek -- Direct lexical and non-lexical control of fixation duration in reading / Eyal Reingold, Heather Sheridan, and Erik Reichle -- E-z reader : a sketch of the reading architecture / Erik Reichle and Heather Sheridan -- Development -- How children learn to read words / Linnea C. Ehri -- Children¿s spelling development : theories and evidence / S. Hélène Deacon and Erin Sparks -- Learning to read and spell words in different writing systems / Markéta Caravolas -- Children's reading comprehension and comprehension difficulties / Jane Oakhill, Molly S. Berenhaus, and Kate Cain -- Etiology of dyslexia / Bruce Pennington and Robin Peterson -- How learning to read influences language and cognition / Regine Kolinsky -- Instruction -- Young children's home literacy experiences / Monique Sénéchal -- Reading instruction in the primary grades / Carol Connor and Stephanie Al Otaiba -- African american english and its link to reading achievement / Holly K. Craig -- Teachers' knowledge about reading development and instruction / Anne Cunningham and Colleen Ryan O'Donnell -- Adolescent literacy : development and instruction / Susan R. Goldman and Catherine E. Snow -- Glossary -- Index.
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|aWriting is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers so quickly pick up meaning from squiggles on a page, and how do children learn to do so? These questions have been studied in fields ranging from vision science to cognitive psychology to education. The chapters in this handbook synthesize the research on these topics, focusing on how studies using a cognitive approach can shed light on how the reading process works in skilled readers and how children learn to read.
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|aReading|xPsychological aspects.
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|aReading|xPsychological aspects.|2fast
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700 |
1
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|aPollatsek, Alexander.
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700 |
1
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|aTreiman, Rebecca.
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830 |
0
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|aOxford library of psychology.
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