The Development of Reading SkillsThomas H. Carr Focusing on how children learn to read in a language they have previously only spoken, this book illustrates the skill theory of reading development, which encompasses both new perceptual processes and modified but familiar integrative cognitive processes of language comprehension. The chapters discuss the following aspects of learning to read: (1) phonemic analysis, spelling, and reading; (2) literacy background and reading development in a second language; (3) knowing words and understanding texts; (4) discourse structure and mental models; (5) the impact of classroom activities on beginning reading development; (6) using component skills analysis to integrate findings on reading development; and (7) bridging the gap between theory and practice in reading. The final chapter lists several journals that publish high quality research on reading and a number of books that provide systematic introduction to the area of reading. (Hth). |
Contents
Editors Notes | 1 |
Literacy Background and Reading Development | 19 |
Knowing Words and Understanding Texts | 35 |
Copyright | |
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acquisition activities adults anaphoric applied research approach basic research Carr CCVs Chapter Child Development cognitive development Cognitive Psychology cognitive restructuring component skills conceptions conflict construct context correlations CVCs cycle developmental Developmental Psychology domains Educational Psychology effects epistemology Erlbaum example Experimental Experimental Control Frederiksen goals graders graphemic Hillsdale implications individual differences initial consonant clusters integration interaction Kintsch knowledge L2 reading language-based classrooms light pen Linguistics memory mental model moral narrative observed orthographic pattern peer percent Perfetti performance phonemic analysis phonological Piaget problem programs pseudowords psycholinguistic Psychology reading activities Reading Comprehension reading development reading instruction reading process Reading Research Quarterly reading skill recall representation research on reading role scores second phoneme sentence social social-cognitive spelling spoken language Stanovich stimulus story strategies structure suggest syllable-initial syllables task theoretical tion Treiman types understanding unfamiliar propositions Verbal Behavior visual William Damon word recognition York