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With contributions from leading international researchers, this book offers a critique of current thinking on the research literature into reading, reading comprehension and writing.
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
While concerns regarding the poor reading progress made by too large a minority of children feature with monotonous regularity in both popular and professional critiques of contemporary schooling, we are perhaps in danger of underestimating the significant progress that has been made by reading scientists. Much of this progress in reading research and theory, however, has yet to filter through to the work of teachers in classrooms. As the title makes clear, the focus of this book is on this recent research and its implications for teachers, educational psychologists and others working in schools. This book brings together nine essays written by leading experts in the field: Kate Nation, Kathleen Rastle, Jennifer Buckingham, Rhona Stainthorp, Jonathan Solity, Kerry Hempenstall, Linda S. Siegel, Kevin Wheldall, Robyn Wheldall and Peter Westwood. [Publisher summary, ed]
This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
Annotation. The Australian Dyslexia Learning Difference Handbook 2014 Will be launched at this year's Learning Difference Convention in Sydney on 6 August Foreword by Sir Jim Rose Edited by Bernadette McLean and Jodi Clements Managing Editor Jillian Zocher Published by The Learning Difference Convention The Handbook is a compilation of articles from around the world, for those with, and those dealing with, dyslexia and learning differences. It includes content from some of the keynote speakers of the 2nd Learning Difference Convention in Sydney The Handbook is an annual publication and subscriptions are available as of 6 August 2014. The 2014 Edition includes contributions from: Sir Jim Rose Dr John Rack Prof Nicholson Bernadette McLean Jodi Clements Gavin Reid Niel McKay Walter Howe Fin O'Regan Francis Adlam Sylvia Moody Christobelle Yeoh Prof Denis Burham Caroline Bark Franois Nicoloff Amanda Tocci Brett Comerford Jeanette Davies.
This volume tells the story of research on the cognitive processes of writing--from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. It includes the very latest in findings from neuroscience and experimental cognitive psychology, and provides the most comprehensive current overview on this topic.
This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.
This book examines how children learn to read across seventeen languages and their orthographies. Each chapter discusses a different language in terms of its writing system, reading development, and implications for education. The editors' comprehensive introduction frames the key issues and the final chapter draws conclusions across the seventeen languages.
The Routledge Handbook of Communication Disorders provides an update on key issues and research in the clinical application of the speech, language and hearing sciences in both children and adults. Focusing on areas of cutting-edge research, this handbook showcases what we know about communication disorders, and their assessment and treatment. It emphasizes the application of theory to clinical practice throughout, and is arranged by the four key bases of communication impairments: Neural/Genetic Bases Perceptual-Motor Bases Cognitive-Linguistic Bases Socio-Cultural Bases. The handbook ends with an integrative section, which looks at innovative ways of working across domains to arrive at novel assessment and treatment ideas. It is an important reference work for researchers, students and practitioners working in communication science and speech and language therapy.
