The Cognitive Development of Reading and Reading Comprehension  book cover
1st Edition

The Cognitive Development of Reading and Reading Comprehension

ISBN 9781138908437
Published March 1, 2016 by Routledge
204 Pages 5 B/W Illustrations

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Book Description

Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.

Table of Contents


Chapter 1: Introduction to the Cognitive Development of Reading by Carol McDonald Connor and Jennifer L. Weston

Chapter 2: Behavioral and Molecular Genetic Influences on Reading-Related Outcomes by Callie Little, Frances Wang, and Sara Hart

Chapter 3: Perception, Reading, and Digital Media by Kristy Roschke and Ralph Radach

Chapter 4: Memory and Learning to Read by Devin Russell and Carol McDonald Connor

Chapter 5: Self-Regulation and Reading Achievement by Betty Lin, Shayna S. Coburn, and Nancy Eisenberg

Chapter 6: The Role of Language Development in the Successful Comprehension of Texts by Laura Allen and Danielle McNamara

Chapter 7: Self-Perception and Perspective Taking: How Beliefs About Oneself and Others May Influence Reading by Henry Wynne and Carol McDonald Connor

Chapter 8: The Influence of Psychological and Physical Health on Reading by Laurie Dempsey Wolf

Chapter 9: Parenting Influences on Children's Cognitive Development by Zorash Montano and Annemarie Hindman

Chapter 10: Ecological Influences on Literacy by Amanda Chiapa and Frederick J. Morrison

Chapter 11: Policy and Community Influences on Learning to Read by Andre D. Mansion, Carol McDonald Connor, and Greg J. Duncan

Chapter 12: Using cognitive development research to inform literacy instruction and improve practice in the classroom by Carol McDonald Connor

Chapter 13: Conclusions, Future Directions, and Questions for Discussion by Carol McDonald Connor

Contributor Bios


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Carol McDonald Connor is Chancellor's Professor, School of Education, University of California, Irvine, USA, Senior Research Scientist at the Institute for the Science of Teaching and Learning at Arizona State University, and a Distinguished Research Associate at the Florida Center for Reading Research, Florida State University, USA


"This is an ambitious and exceptional volume on the role of cognitive development in children’s reading acquisition and the many sources of influence and ecologies that affect their learning. It is a treasure-trove of fresh evidence and rich insights. Because of its multifaceted perspective and treatment of individual differences in children’s reading development, it provides an ideal foundation for researchers and graduate-level training. Connor has assembled an important and nuanced book that offers important insights into how children succeed or fail to learn to read."

--Anne E. Cunningham, Professor and Director of the Joint Doctoral Program in Special Education at University of California, Berkeley, USA, and author of Book Smart: How to Develop and Support Successful, Motivated Readers

"This exciting volume provides a wide-ranging account of reading development and reading comprehension through a variety of important lenses. It spans foundational theories of reading development and extends to the most recent, innovative approaches to reading research. This engaging, well-written book will be a valuable resource for young scholars entering the field and established researchers alike."

--Penelope Collins, Associate Professor of Education at University of California, Irvine, USA