Table of Contents
1 Cover
6 Preface
8 PART I: Word Recognition CHAPTER ONE: Progress in Reading Science Reading and Reading Science in Historical Context Advance 1: The Word‐identification System in Skilled Alphabetic Reading Advance 2. Comprehending while Reading Advance 3. Toward a More Universal Science of Reading Concluding Reflections: Learning to Read and Reading Pedagogy References CHAPTER TWO: Models of Word Reading Reading Aloud: Accounting for Basic Phenomena Simulations of Behavioral Studies: What Did They Show? Nonword Pronunciation Summary Hybrid Models Learning to Read Conclusions Acknowledgments References CHAPTER THREE: Word Recognition I Letter‐Based Word Recognition Orthographic Processing and Word Recognition Bridging the Gap with Sentence Reading Conclusions Acknowledgments References CHAPTER FOUR: Word Recognition II Evidence that Phonology Is Involved in Silent Reading Computational Models of Visual Word Recognition Phonology, Reading, and Neuroscientific Findings Conclusions References CHAPTER FIVE: Word Recognition III Morphemes as “Islands of Regularity” Morphology and the Spelling‐Meaning Mapping Morphological Analysis in Skilled Reading Theoretical Accounts of Morphological Processing Mechanisms for Acquiring Morphological Knowledge Conclusions and Emerging Questions References
9 PART II: Learning to Read and Spell CHAPTER SIX: The Foundations of Literacy Precursors to Literacy Language Input The Home Literacy Environment The Limiting Environment Complex Linguistic Contexts Summary and Conclusions References CHAPTER SEVEN: Learning to Read Words What Needs to Be Learned for Skilled Word Reading? Sublexical‐Level Learning Lexical‐Level Learning Interactions between Sublexical and Lexical Learning Conclusions and Future Directions Acknowledgments References CHAPTER EIGHT: Learning to Spell Words Writing Systems Elements of Children’s Spelling Development Beyond Simple Phonological Patterns Children’s Spelling in the Digital Age Theories of Spelling Development Spelling and Developmental Disabilities Implications for Instruction