Pirozzolo / Wittrock Neuropsychological and Cognitive Processes in Reading

1. Auflage 2013
ISBN: 978-1-4832-7021-0
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 362 Seiten, Web PDF

Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of reading comprehension (the alexias); the neuropsychological test performance of brain-damaged and non-brain-damaged dyslexic children; and the problem of subtypes of learning disability. Eye movements and perceptual spans in reading are also discussed, along with reading comprehension and the problem of agrammatism. The final chapter analyzes the factors that influence recovery from alexia. This book will be of interest to neuropsychologists and those engaged in neurolinguistics, psycholinguistics, cognitive psychology, and educational psychology.

Autoren/Hrsg.

Pirozzolo, Francis J.

Wittrock, Merlin C.

Inhaltsverzeichnis

1;Front Cover;1
2;Neuropsychological and Cognitive Processes in Reading;4
3;Copyright Page;5
4;Table of Contents ;6
5;LIST OF CONTRIBUTORS;12
6;PREFACE;14
7;PART I: MODELS OF READING AND READING DISABILITIES;22
7.1;CHAPTER 1. SEPARABLE PROCESS IN READING;24
7.1.1;Independent-Process Theory;25
7.1.2;Independent-Process Models of Reading;28
7.1.3;Conclusions;47
7.1.4;References;48
7.2;CHAPTER 2. A FRAMEWORK FOR UNDERSTANDING THE READING PROCESS;52
7.2.1;Factors Influencing Comprehension;54
7.2.2;The LaBerge–Samuels Reading Model;70
7.2.3;The Comprehension Process;80
7.2.4;References;87
7.3;CHAPTER 3. ALEXIA AND THE NEUROANATOMICAL BASIS OF READING;90
7.3.1;Definitions;90
7.3.2;Historical Background;91
7.3.3;The Three Alexias;93
7.3.4;Other Varieties of Reading Disturbance;102
7.3.5;Theoretical Considerations;107
7.3.6;Summary;110
7.3.7;References;111
7.4;CHAPTER 4. DYSLEXIA SYNDROMES IN CHILDREN: TOWARD THE DEVELOPMENT OF SYNDROME-SPECIFIC TREATMENT PROGRAMS;114
7.4.1;Syndrome-Specific Treatment Programs;118
7.4.2;References;127
7.5;CHAPTER 5. LEARNING DISABILITY SUBTYPES: A REVIEW;130
7.5.1;Clinical–Inferential Classification Approaches;132
7.5.2;Statistical Classification Approaches;143
7.5.3;References;159
8;PART II: PERCEPTUAL AND IMAGINAL PROCESSES IN READING COMPREHENSION;164
8.1;CHAPTER 6. EYE MOVEMENTS AND THE PERCEPTUAL SPAN IN READING;166
8.1.1;Eye Movements in Reading;166
8.1.2;Techniques to Study the Perceptual Span;168
8.1.3;Summary of Research on the Perceptual Span;174
8.1.4;Summary;182
8.1.5;References;184
8.2;CHAPTER 7. PERCEPTUAL PROCESSES IN READING COMPREHENSION AN ANALYSIS-BY-SYNTHESIS MODEL;188
8.2.1;What Readers Might Know: Types of Knowledge Available for the Generation of Expectancies;190
8.2.2;Evidence of Knowledge and Use of Redundancies by Readers;204
8.2.3;The Information Processing of Feature Extraction and Hypothesis Testing;209
8.2.4;References;219
9;PART III: VISUAL AND LINGUISTIC PROCESSES OF READING;222
9.1;CHAPTER 8. ON FUNCTIONS OF PICTURES IN PROSE;224
9.1.1;Pictures and Children's Prose Learning;225
9.1.2;A Conceptual Framework for Prose-Learning Pictures;231
9.1.3;Summary;246
9.1.4;References;247
9.2;CHAPTER 9. READING COMPREHENSION;250
9.2.1;Reading Comprehension as a Generative Process;250
9.2.2;Early Research on Reading Comprehension;252
9.2.3;The Measurement of Reading Comprehension;254
9.2.4;Attention;256
9.2.5;Encoding and Memory;261
9.2.6;Generative Processes;262
9.2.7;Knowledge Base of the Learner;267
9.2.8;Text and Its Context;269
9.2.9;Discussion;272
9.2.10;References;276
9.3;CHAPTER 10. LINGUISTIC FACTORS IN READING ACQUISITION: EVIDENCE FOR DEVELOPMENTAL CHANGES;282
9.3.1;Developmental Changes in Reading Acquisition;284
9.3.2;Linguistic Attributes and Decoding Processes;286
9.3.3;Linguistic Attributes and Comprehension;294
9.3.4;Conclusions: Age-Dependent Relationships;301
9.3.5;Similar Sequence Model of Developing Reader;302
9.3.6;Neuropsychological Implications of the Model: Integrating Research Areas;307
9.3.7;References;311
10;PART IV: READING DISABILITIES;316
10.1;CHAPTER 11. "AGRAMMATIC" READING;318
10.1.1;Reading Single Words;323
10.1.2;Oral Reading of Sentences;329
10.1.3;What Is Agrammatic Reading?;332
10.1.4;Conclusion: Oral Reading in Broca's Aphasia;335
10.1.5;References;337
10.2;CHAPTER 12. RECOVERY FROM ALEXIA: FACTORS INFLUENCING RESTORATION OF FUNCTION AFTER FOCAL CEREBRAL DAMAGE;340
10.2.1;General Principles of Recovery of Function;341
10.2.2;Recovery from Aphasia;343
10.2.3;Recovery from Alexia: Early Studies;346
10.2.4;The Time Course of Recovery: Recent Studies;347
10.2.5;Summary;350
10.2.6;References;351
11;AUTHOR INDEX;354
12;SUBJECT INDEX;362