Reading : learning, writing, and disorders

Reading is the cognitive process of deriving meaning from written or printed text. It is a means of language acquisition, of communication, and of sharing information and ideas. Effective readers use decoding skills (to translate printed text into the sounds of language), use morpheme, semantics, syntax and context cues to identify the meaning of unknown words, activate prior knowledge (schemata theory), use comprehension, and demonstrate fluency during reading. Other types of reading may not be text-based, such as music notation or pictograms. By analogy, in computer science, reading is acquiring of data from some sort of computer storage. This book presents the latest research in the field.

Preface

Event-Related Brain Potentials During a Visual Continuous Performance Task in Groups with Reading Disorder and Attention Deficit Hyperactivity Disorder

Reading at Risk: A Survey of Literary Reading in America

Oral Reading Performance in a Japanese Dyslexic Boy

Examining the Multidimensional Nature of Reading Fluency

Reading Case Studies vs. Writing Them: How to Engage Practitioner Students?

FMEI Evidence for ACV98 Connectionist Model for Reading of Mono and Multi-Syllabic Words and Pseudo-Words

Literacy Learning in Communities of Discourse: Reading to Learn and Writing to Communicate

Characterization of Phonological Ability, Working Memory, Reading and Writing in Learning Difficulties

Reading Errors in Young Adults with Vermis or Cerebellar Hemispheric Lesions

Design of the Assessment of Learner Expertise in Reading Model of Expertise

Index

Available:*

On Order

Summary

Summary

Table of Contents