Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Preface 1. Studies in the Acquisition Procedure for Reading: Rationale, Hypotheses, and Data B. Byrne 2. Reading, Spelling, and the Orthographic Cipher P.B. Gough, C. Juel, P.L. Griffith 3. Rhyme, Analogy, and Children's Reading U. Goswami, P. Bryant 4. The Role of Intrasyllabic Units in Learning to Read and Spell R. Treiman 5. Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding L.C. Ehri 6. The Representation Problem in Reading Acquisition C.A. Perfetti 7. Cognitive and Linguistic Factors in Learning to Read W.E. Tunmer, W.A. Hoover 8. Reading Stories to Preliterate Children: A Proposed Connection to Reading J.M. Mason 9. Dyslexia in a Computational Model of Word Recognition in Reading M. Seidenberg 10. Identifying the Causes of Reading Disability D. Shankweiler, S. Crain, S. Brady, P. Macaruso 11. Speculations on the Causes and Consequences of Individual Differences in Early Reading Acquisition K.E. Stanovich 12. Whole Language Versus Code Emphasis: Underlying Assumptions and Their Implications for Reading Instruction I.Y. Liberman, A.M. Liberman
Reissuing works originally published between 1937 and 2005, this collection of books on various aspects of learning to read and write is a superb resource for those teaching or those studying education. Some titles look at literacy in a multilingual environment and offer advice and techniques for the world of EFL while others consider the nature of childhood learning strategies and others look at policy in schools. Spanning the worlds of linguistics, psychology and education this set has something to offer for all classrooms.