Taylor The Psychology of Reading

1. Auflage 2013
ISBN: 978-1-4832-6125-6
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 528 Seiten, Web PDF

The Psychology of Reading provides a fair and coherent overall picture of how reading is done and how it is best taught. It aims to relate reading to writing systems, analyze the process of reading from several viewpoints using research from diverse disciplines, and develop a model of reading to explain reading processes all the way from letter recognition to reading whole texts. The book describes how children learn to read in different scripts, by different methods, and at different ages. It discusses different components of reading-eye movements, letter and word recognition, sentence and prose reading, and so on, in beginning readers, in skilled or unskilled readers, as well as dyslexic readers. Brain-damaged patients with selective impairment of different components provide a ''natural laboratory'' to compare reading processes within one script as well as across different scripts. The more types of readers, scripts, and components examined, the better the picture of reading processes drawn. This book is a text for college students as well as a reference book for professionals in psychology, education, linguistics, and other related fields.

Autoren/Hrsg.

Taylor, Insup

Taylor, M. Martin

Inhaltsverzeichnis

1;Front Cover;1
2;The Psychology of Reading;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Preface;14
7;Chater 1. Introduction;18
7.1;Written and Spoken Language;18
7.2;Linguistics in a Great Hurry;21
7.3;Memory and Reading;24
7.4;Cortical Function and Reading;26
7.5;Why Three Parts and Sixteen Chapters?;28
8;Part I: Writing Systems;32
8.1;Chater 2. Development of Writing Systems;34
8.1.1;Precursors of Writing;34
8.1.2;The Variety of Writing Systems;36
8.1.3;Summary and Conclusions;48
8.2;Chater 3. Logography: Chinese Characters;50
8.2.1;Characteristics of Chinese Characters;50
8.2.2;Learning Characters;58
8.2.3;Processing Characters;61
8.2.4;Summary and Conclusions;70
8.3;Chater 4. Logography and Syllabary: Japanese;72
8.3.1;Writing System: Kanji and Kana;72
8.3.2;Learning to Read in Japanese;77
8.3.3;Reading in Japanese;83
8.3.4;Summary and Conclusions;91
8.4;Chater 5. Alphabetic Syllabary: Korean Hangul;94
8.4.1;Hangul Alphabetic Syllabary;94
8.4.2;Reading in Hangul and Kanji;102
8.4.3;Summary and Conclusions;107
8.5;Chater 6. English Alphabet and Orthography;110
8.5.1;English Alphabet and Spelling;110
8.5.2;Recovering Sounds from Orthography;116
8.5.3;Phonological Rules and Orthography;120
8.5.4;Reforming English Orthography;125
8.5.5;Summary and Conclusions;127
8.6;Interlude: Writing Systems and Reading Processes;130
8.6.1;Writing Systems Compared;130
8.6.2;Reading Processes and Learning to Read;134
9;Part II: Reading Processes;136
9.1;Chater 7. Eye Movements in Reading;138
9.1.1;Types of Eye Movement;138
9.1.2;Integrating Information between Parafovea and Fovea;142
9.1.3;Individual Differences in Eye Movements;145
9.1.4;Linguistic Factors Influence Eye Movements;149
9.1.5;Summary and Conclusions;156
9.2;Chater 8. Reading Unit, Constraint, and Context;158
9.2.1;Units of Reading;158
9.2.2;Sequentil Constraint;166
9.2.3;Words in Context;171
9.2.4;Summary and Conclusions;179
9.3;Chater 9. Letter and Word Recognition;182
9.3.1;Isolated Letters;182
9.3.2;Letters and Lines in Context;190
9.3.3;Word Recognition;201
9.3.4;Summary and Conclusions;222
9.4;Chater 10. Phonetic and Visual Coding;226
9.4.1;Inner Speech and Subvocalization;226
9.4.2;Phonetic Coding;231
9.4.3;Summary and Conclusions;248
9.5;Chater 11. The Bilateral Cooperative Model of Reading;250
9.5.1;Introduction to the Bilateral Cooperative Model;250
9.5.2;Brain Function and Malfunction;252
9.5.3;Recognizing Words;261
9.5.4;Words in Context: Mainly RIGHT Processes;272
9.5.5;Syntax and Metaphor;278
9.5.6;Summary and Conclusions;283
9.6;Chater 12. Reading and Writing Sentences;286
9.6.1;Reading Clauses and Sentences;286
9.6.2;Knowledge and Sentence Processing;307
9.6.3;Writing Sentences;313
9.6.4;Summary and Conclusions;325
9.7;Chater 13. Prose: Narrative and Expository;328
9.7.1;Narrative Prose;328
9.7.2;Expository Prose;343
9.7.3;Summary and Conclusions;360
10;Part III: Learning to Read;364
10.1;Chater 14. Early Readers and Reading Readiness;366
10.1.1;Preschoolers Can Learn to Read;366
10.1.2;Levels of Reading to be Attained;370
10.1.3;Perceptual, Cognitive, and Linguistic Readiness;372
10.1.4;Language Development and Reading;378
10.1.5;Summary and Conclusions ;384
10.2;Chater 15. Reading Instruction at School;386
10.2.1;Teaching Methods;386
10.2.2;Teaching Materials;395
10.2.3;Development of Reading Skills;407
10.2.4;Summary and Conclusions;412
10.3;Chater 16. Developmental Dyslexia;416
10.3.1;Identifying Developmental Dyslexics;416
10.3.2;Perceptual and Memory Deficiencies;424
10.3.3;Decoding and Comprehension Deficits;430
10.3.4;Neurological and Constitutional Factors;438
10.3.5;Summary and Conclusions;444
11;Epilogue;446
12;Appendix: Some Acronyms Used in This Book;448
13;References;449
14;Name Index;498
15;Subject Index;516