Visual Processes in Reading and Reading DisabilitiesDale M. Willows, Evelyne Corcos, Richard S. Kruk Over the last 25 years, reading processes have been the focus of an enormous amount of research in experimental psychology as well as in other disciplines. The theories and models emerging from this research have greatly advanced understanding of both normal acquisition and of reading disabilities. Although great progress has been made, there are certain aspects that have been relatively neglected in the current understanding. Specifically, the role of visual factors has received less attention than that of other component processes. This is particularly surprising since reading and writing are distinct from the other language processes of speaking and listening in large part by virtue of the fact that a visual dimension is involved. Relevant research is broadly scattered both geographically and in terms of disciplines, and there have been no major reviews or books concerned with the visual dimension of reading and reading disabilities. The purpose of this book is to bring together a broad range of evidence that concerns the role of visual information in reading and reading disabilities. Because reading processes are of central interest to cognitive scientists, neuropsychologists, psycholinguists, clinicians, and educators, this book should draw a very broad readership. |
Contents
History of Interest in the Visual Component of Reading | 3 |
The Relation of Reversal Errors to Reading Disabilities | 31 |
Dyslexia Laterality and LeftRight | 57 |
Copyright | |
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Other editions - View all
Visual Processes in Reading and Reading Disabilities Dale M. Willows,Evelyne Corcos,Richard S. Kruk Limited preview - 1993 |
Visual Processes in Reading and Reading Disabilities Dale M. Willows,Richard Kruk,Evelyne Corcos Limited preview - 2012 |
Common terms and phrases
ability activity alphabet analysis appear associated attention brain cells cognitive common compared condition consistent context contrast deficit developmental differences difficulty disabled readers display dyslexia dyslexic early effects errors evidence example experimental experiments eye movements factors field findings fixation frequency function grade impaired important increased indicate individual involved Journal language later learning length letters lexical mean measures memory neglect nonwords normal readers occur orientation orthographic Orton pathway patients pattern perception performance phonological poor position possible presented Press problems Psychology Rayner reading disability recognition relative reported response reversal saccades sample sensitivity showed significant similar single skills spatial specific spelling stimulus strings studies subjects suggested sustained task temporal theory tion transient types vision visual processing word recognition writing York