Since the 1980s, there have been tremendous advances in the study of psychological processes in reading. Our growing body of knowledge in the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on controversies and debates. The volume is divided into seven parts. Each part begins with a new introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.
Foreword, Isabel L. Beck. Preface. I. The Role of Context Effects in Models of Reading. Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context. Automatic Contextual Facilitation in Readers of Three Ages, West, Stanovich. Toward an Interactive Compensatory Model of Individual Differences in the Development of Reading Fluency. The Interactive Compensatory Model of Reading: A Confluence of Developmental, Experimental, and Educational Psycholgoy. II. Phonological Sensitivity and the Phonological Core Deficit Model. Early Reading Acquisition and the Causes of Reading Difficulty: Contributions to Research on Phonological Processing. Assessing Phonological Awareness in Kindergarten Children: Issues of Task Comparability, Stanovich, Cunningham, Cramer. Explaining the Differences between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model. The Phenotypic Performance Profile of Reading-Disabled Children: A Regression Based Test of the Phonological-Core Variable- Difference Model, Stanovich, Seigal. III. Matthew Effects in Reading. Tying It all Togehter: A Model of Reading Acquisition and Reading Difficulty. Matthew Effects in Reading: Some Consequences of Individual Difference in the Acquisition of Literacy. IV. The Importance of Word Recognition in Models of Reading. The Word Recognition Module. Concepts in Developmental Theories of Reading Skill: Cognitive Resources, Automacity, and Modularity. V. The Cognitive Consequences of Literacy. Measuring Print Exposure: Attempts to Empirically Track 'Rich Get Richer' Effects. Exposure to Print and Orthographic Processing, Stanovich, West. Does Reading Make You Smarter?: Literacy and the Development of Verbal Intelligence. Literacy Experiences and the Shaping of Cognition, Stanovich, Cunningham, West. Reading Disability Classification: Are Reforms Based on Evidence Possible? Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray? VII. The Reading Instruction: Comments on the 'Reading Wars'. Putting Children First by Putting Science First: The Politics of Early Reading Instruction. Romance and Reality. 25 Years of Reserach on the Reading Process: The Grand Synthesis and What It Means for Our Field.
