Reading Development and the Teaching of Reading: A Psychological Perspective
October 1999, Wiley-Blackwell
List of Tables.
List of Contributors.
1 The New Literacy: Caveat Emptor (Philip B. Gough).
2 How Research Might Inform the Debate about Early Reading Acquisition (Keith E. Stanovich and Paula J. Stanovich).
3 Cognitive Research and the Misconception of Reading Education (Charles A. Perfetti).
4 Constructing Meaning: The Role of Decoding (Philip B. Gough and Sabastian Wren).
5 Phases of Development in Learning to Read Words (Linnea C. Ehri).
6 Learning to Read Words Turns Listeners into Readers: How Children Accomplish this Transition (Morag Stuart, Jackie Masterson and Maureen Dixon).
7 Dyslexia: Core Difficulties, Variability and Causes (Carsten Elbro).
8 Meaningless, Productivity, and Reading: Some Observations about the Relation between the Alphabet and Speech (Brian Byrne and Alvin M. Liberman).
9 Phonological Development and Reading by Analogy: Epilinguistic and Metalinguistic Issues (Usha Goswami).
10 The Messenger may be Wrong, but the Message may be Right (Connie Juel).
11 Afterword: The Science and Politics of Beginning Reading Practices (Marilyn Jager Adams).
Jacques Derrida is Director of Studies at the École Pratique des Hautes Études en Sciences Sociales in Paris, and holds a visiting appointment at the University of California.
* Provides a current account of how children acquire reading skills.
* Discusses the applications of research findings for the teaching of reading.
"...the collection provides a good, if familiar, view of the cognitive approach to reading acquisition.... It will be a useful supporting text for those who already operate within the cognitive experimental framework." (Educational Research, Vol 42, No3, Winter 2000)