Reading : learning, writing and disorders / Diane R. Thompson and Lidia E. Bushnell, editors.

Format:

Book

Contributor:

Thompson, Diane R.

Bushnell, Lidia E.

Language:

English

Subjects (All):

Reading disability.

Learning disabilities.

Language arts.

Physical Description:

1 online resource (279 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, N.Y. : Nova Science Publishers, c2009.

Language Note:

English

Summary:

Reading is the cognitive process of deriving meaning from written or printed text. Effective readers use decoding skills, use morpheme, semantics, syntax and context cues to identify the meaning of unknown words, and activate prior knowledge. This book presents the latest research in this field.

Contents:

Intro

READING: LEARNING, WRITING AND DISORDERS

CONTENTS

PREFACE

Chapter 1 EVENT-RELATED BRAIN POTENTIALS DURING A VISUAL CONTINUOUS PERFORMANCE TASK IN GROUPS WITH READING DISORDER AND ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.

ABSTRACT

INTRODUCTION

Diagnostic Criteria and Epidemiology of Reading Disabilities and Attention-Deficit/Hyperactivity Disorder

Event-Related Brain Potentials

EVENT-RELATED BRAIN POTENTIALS IN READING DISORDERS

EVENT-RELATED BRAIN POTENTIALS IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

COMPARISONS OF ERP FINDINGS OF RD, ADHD AND COMORBID GROUPS

METHOD

Subjects

Procedure

Task

Recording

DATA ANALYSIS

Behavioral data

ERP Data

Latency

Amplitude

Statistical Analysis

RESULTS

Behavioral Results

ERP Results

P300 amplitude

Intragroup Comparisons

Between Group Comparisons

Go Stimulus

No Go Stimulus

False Go Stimulus

Warning Stimulus

N200 Amplitude

DISCUSSION AND CONCLUSION

ACKNOWLEDGMENTS

REFERENCES

Chapter 2 READING AT RISK: A SURVEY OF LITERARY READING IN AMERICA*

SUMMARY

10 KEY FINDINGS

Conclusion

Data Collection

Literature vs. Books

LITERATURE PARTICIPATION IN 2002

Number of Books Read

Comparison of Literature Participation with Other Cultural and Leisure Activities

Participation of Literary Readers in Other Cultural and Leisure Activities

International Comparisons

Summary of Literature Participation in 2002

FACTORS IN LITERARY READING

Demographic and Geographic Factors in Literary Reading

Age

Ethnicity and Race

Education

Family Income

Geographic Areas

Employment and Occupation

Parents Education Level

Impact of Television

Literacy.

Participation of Literary Readers in Other Cultural and Leisure Activities

Demographic Characteristics of Frequent Readers

Readers of Novels, Short Stories, Poetry, and Plays

Listening to Live or Recorded Readings of Novels or Poetry

Personal Creative Writing

Summary of Factors in Literature Participation

TRENDS IN LITERATURE PARTICIPATION, 1982-2002

Changes in Literature Participation

Changes in Poetry Reading and Listening

Changes in Personal Creative Writing

Changes in Creative Writing Classes or Lessons

Factors in the Changes in Literature Participation

Gender

Race and Ethnicity

Age Groups

Other Leisure Activities

Summary of Trends in Literature Participation

SUMMARY AND CONCLUSIONS

Who Reads Literature?

Factors in Literature Participation

Participation in Other Arts Activities

Trends in Literature Participation

APPENDIX A

Survey of Public Participation in the Arts Background and Methodology

1982 and 1985 Surveys of Public Participation in the Arts

1992 Survey of Public Participation in the Arts

1997 Survey of Public Participation in the Arts

2002 Survey of Public Participation in the Arts

APPENDIX B

Basic CPS

August 2002, Survey of Public Participation in the Arts (SPPA) Supplement

APPENDIX C

Variables

Mathematical and Statistical Considerations

Equation 1

Equation 2

Equation 3

Multiple Logistic Regression Model to Predict Literary Reading in Adults

Coding of Independent Variables

Interpretation of Regression Coefficients, Standard Error and Odds Ratios

Multiple Logistic Regression Model to Predict Reading of 12 or More Books Per Year in 2002 ("Frequent"and "Avid"Readers)

Coding of Independent Variables and Interpretation of Odds Ratios

ENDNOTES

REFERENCES.

Chapter 3 ORAL READING PERFORMANCE IN A JAPANESE DYSLEXIC BOY

THE JAPANESE WRITING SYSTEM, LITERACY AND PROBLEMS

A DYSLEXIC BOY'S ORAL READING PERFORMANCE: A PRELIMINARY ANALYSIS

READING MATERIAL AND ANALYSIS

PAUSES, REPETITION, AND MORA DURATION

ELONGATION OF MORAS

ORIGINS OF THE VARIABILITY OF MORA DURATIONS

REPLICATION AND MORE FINDINGS

MAJOR FINDINGS REPLICATED

READING UNITS AND PAUSES

COMBINING A PAUSE AND A REPEAT AS A STRATEGY

LEARNING WHILE READING

LEARNING BY REPEATING

CONCLUSIONS

APPENDIX A PASSAGE USED IN AN ORAL READING TASK

Chapter 4 EXAMINING THE MULTIDIMENSIONAL NATURE OF READING FLUENCY

FLUENT READING ABILITY: CONSTRUCT DEFINITIONS AND MEASUREMENT

THE DISTRIBUTION OF READING SKILL WITHIN THE POPULATION

FLUENCY IN READING: EXPERIMENTAL AND THEORETICAL APPROACHES

COMPONENT SKILLS MODEL OF FLUENT READING ABILITY

PRIMARY COMPONENTS OF FLUENT READING

FLUENCY AS AN EMERGENT CONCEPT

AUTOMATICITY IN FLUENT READING

NAMING SPEED

READING RATE

SPEED OF PROCESSING

VISUAL AND AUDITORY MODALITIES DEFICITS: EMPIRICAL EVIDENCE

CROSS MODAL INTEGRATION

BRAIN IMAGING (FMRI) AND EVENT-RELATED POTENTIALS (ERPS) EXPERIMENTAL TECHNIQUES IN THE STUDY OF READING

A NEW MODEL FOR READING FLUENCY: RAPID VISUAL PROCESSING AND VISUAL ATTENTION ACTIVATION FOR FLUENT READING ABILITY

Chapter 5 READING CASE STUDIES VS. WRITING THEM: HOW TO ENGAGE PRACTITIONER STUDENTS?

COURSE DESCRIPTION AND ORGANIZATION

ADVANTAGES OF STORY TELLING

DISADVANTAGES OF STORY-TELLING IN THE CLASSROOM

KNOWLEDGE BUILDING AND STORIES

CONCLUSION

Chapter 6 FMRI EVIDENCE FOR ACV98 CONNECTIONIST MODEL FOR READING OF MONO- AND MULTI-SYLLABIC WORDS AND PSEUDO-WORDS

MATERIAL AND METHODS

Stimuli and Procedure

MR Acquisition

Data Processing

A. Spatial Pre-Processing

B. Statistics

B.1. Evaluation of cerebral substrates for word and pseudo-word reading (lexicality effect)

B.2. Evaluation of Cerebral Substrates for Mono- and Three-Syllabic (Length Effect) Word and Pseudo-Word Reading

A. Lexicality Effect

B. Syllabic Length Effect

DISCUSSION

Lexicality Effect

Syllabic Length Effect

Chapter 7 THE COGNITIVE SELF-REGULATION APPROACH TO PRE-SECONDARY WRITING INSTRUCTION

1. ABSTRACT

2. INTRODUCTION

2.1. Planning

2.2. Revision

2.3. Strategy Focused Writing Instruction

3. THE COGNITIVE SELF-REGULATION INSTRUCTION MODEL

4. THE EFFECTIVENESS OF CSRI

4.1. Sample and Design

4.2. Assessment

4.3. Results

5. PRACTICAL IMPLICATIONS FOR WRITING INSTRUCTION

Chapter 8 LITERACY LEARNING IN COMMUNITIES OF DISCOURSE: READING TO LEARN AND WRITING TO COMMUNICATE

MOVING FROM THE OLD TO THE NEW

FOSTERING COMMUNITIES OF LEARNERS (FCL)

READING TO LEARN AND WRITING TO COMMUNICATE (RLWC)

Course Curriculum

A Model for Qualitative Assessment of Writing

Self-Management Sheets

EVALUATING THE SUCCESS OF THE PROGRAM

The Intervention

QUANTITATIVE DATA AND ANALYSES

Reading

Reading Comprehension

Reading Rate and Reading Accuracy

Writing

Expository Writing Competence

QUALITATIVE DATA AND ANALYSES

Chapter 9 CHARACTERIZATION OF PHONOLOGICAL ABILITY, WORKING MEMORY, READING AND WRITING IN LEARNING DIFFICULTIES*.

GENERAL CONSIDERATIONS ABOUT LEARNING DIFFICULTIES

SPEED OF ACCESS TO LEXICON, PHONOLOGICAL PERFORMANCE AND ABILITY OF READING AND WRITING

MATERIALS AND METHOD

Procedures

Rapid Automatic Naming Test (RAN) [12]

Test of Phonological Awareness [22]

Reading and Writing Test [17]

Chapter 10 READING ERRORS IN YOUNG ADULTS WITH VERMIS OR CEREBELLAR HEMISPHERIC LESIONS

SUBJECTS AND METHODS

Patients Case History

Chapter 11 DESIGN OF THE ASSESSMENT OF LEARNER EXPERTISE IN READING

MODEL OF EXPERTISE

SCHEMA-BASED TASK PATTERN

EVIDENCE

INDEX

Blank Page.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record and CIP data provided by publisher.

ISBN:

1-61470-732-4