Theories of Reading Development PDF
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STUDIES IN Theories WRITTEN LANGUAGE of Reading AND LITERACY 15 Development edited by Kate Cain, Donald L. Compton and Rauno K. Parrila John Benjamins Publishing Company Theories of Reading Development Studies in Written Language and Literacy issn 0929-7324 A multi-disciplinary series presenting studies on written language, with special emphasis on its uses in different social and cultural settings. The series combines sociolinguistic and psycholinguistic accounts of the acquisition and transmission of literacy and brings together insights from linguistics, psychology, sociology, education, anthropology and philosophy. For an overview of all books published in this series, please see http://benjamins.com/catalog/swll Editors Ludo Verhoeven Paul van den Broek Radboud University Nijmegen Leiden University Volume 15 Theories of Reading Development Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila Theories of Reading Development Edited by Kate Cain Lancaster University Donald L. Compton Florida State University Rauno K. Parrila University of Alberta John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. doi 10.1075/swll.15 Cataloging-in-Publication Data available from Library of Congress: lccn 2017007488 (print) / 2017030260 (e-book) isbn 978 90 272 1811 7 (Hb) isbn 978 90 272 6564 7 (e-book) © 2017 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company · https://benjamins.com Table of contents Introduction 1 Kate Cain, Donald L. Compton and Rauno K. Parrila Part I. Big questions Introduction to big questions 7 Kate Cain, Donald L. Compton and Rauno K. Parrila Integrating word processing with text comprehension: Theoretical frameworks and empirical examples 9 Joseph Z. Stafura and Charles A. Perfetti Genetic and environmental influences on the development of reading and related skills 33 Richard K. Olson, Janice M. Keenan, Brian Byrne and Stefan Samuelsson Early literacy across languages 55 Catherine McBride Learning to read alphasyllabaries 75 Sonali Nag Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read 99 Laura M. Steacy, Amy M. Elleman and Donald L. Compton Part II. Typical development of word reading and underlying processes Introduction to word reading 125 Donald L. Compton, Kate Cain and Rauno K. Parrila Orthographic mapping and literacy development revisited 127 Linnea C. Ehri Putting the learning into orthographic learning 147 Kate Nation and Anne Castles vi Theories of Reading Development Orthographic learning is verbal learning: The role of spelling pronunciations 169 Carsten Elbro and Peter F. de Jong Learning to read morphologically complex words 191 Joanne F. Carlisle and Devin M. Kearns Learning to read in a second language 215 Ludo Verhoeven Part III. Typical development of comprehension and underlying processes Introduction to reading comprehension 237 Kate Cain, Donald L. Compton and Rauno K. Parrila Vocabulary, morphology, and reading comprehension 239 Mercedes Spencer, Jamie M. Quinn and Richard K. Wagner Reading comprehension: What develops and when? 257 Kate Cain and Marcia A. Barnes Development of reading comprehension: Change and continuity in the ability to construct coherent representations 283 Paul van den Broek and Panayiota Kendeou Part IV. Atypical reading development Introduction to atypical reading development 309 Rauno K. Parrila, Donald L. Compton and Kate Cain Early identification of reading disabilities 311 Hugh W. Catts Dyslexia and word reading problems 333 Rauno K. Parrila and Athanassios Protopapas Children with specific text comprehension problems 359 Jane Oakhill and Kate Cain Part V. Instruction and intervention Introduction to instruction and intervention 379 Donald L. Compton, Rauno K. Parrila and Kate Cain Starting from home: Home literacy practices that make a difference 383 Monique Sénéchal, Josée Whissell and Ashley Bildfell Table of contents vii Early reading interventions: The state of the practice, and some new directions in building causal theoretical models 409 Robert Savage and Emilie Cloutier Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words 437 John R. Kirby and Peter N. Bowers Reading comprehension instruction and intervention: Promoting inference making 463 Kristen L. McMaster and Christine A. Espin Theoretically guided interventions for adolescents who are poor readers 489 Sharon Vaughn and Colby Hall Child characteristics by instruction interactions, literacy, and implications for theory and practice 507 Carol McDonald Connor and Frederick J. Morrison Index 525 Introduction Kate Cain, Donald L. Compton and Rauno K. Parrila Lancaster University / Florida State University / University of Alberta Printed words are one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of human individuals. In recent decades, how people learn to read and reason with printed text has been studied intensively in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics examined have increased expo- nentially. At the same time, we feel that the rapid expansion of empirical research into new topics and questions has not been accompanied by matching access to theoretical advances. Partly the blame rests on current and former journal editors (including the three of us) who focus on publishing new empirical research, and partly with researchers who publish their theories in separate books, if at all. As a result, there is a mass of high quality empirical studies on reading development and disabilities, but integrative theoretical reviews of the literature are much more difficult to locate. Inspired by a Special Issue of Scientific Studies of Reading in 2014 (vol. 18, issue 1), which included four papers focused on theories, the purpose of Theories of Reading Development is to collect, in one place, the latest descriptions of various important and complementary theories of reading development and disabilities. Theoretical reviews provide critically important lenses through which to interpret the accumulating, and sometimes conflicting, empirical findings. They provide necessary routes into the increasingly complex field of reading research, providing the reader with frameworks through which to evaluate and synthesize new findings and arguments. The 22 chapters in this volume are grouped into five sections. In Part 1, five chap- ters tackle big questions and current debates about literacy acquisition and its de- velopment. The other four sections focus on the development of word reading and underlying processes (Part 2), the development of comprehension and component skills (Part 3), atypical development of word reading and reading comprehension (Part 4), and reading instruction and interventions (Part 5). Separate introductions to each section below provide summaries of their content; here we highlight some of the main themes that emerge across the different chapters and sections in this volume. A core theme running through this volume is the critical role of knowledge. In the first chapter of Part 1, Stafura and Perfetti examine word knowledge, and how the quality of information encoded about a word’s phonology, orthography, and semantics influences both word recognition and text comprehension. In the same section, Steacy, doi 10.1075/swll.15.int © 2017 John Benjamins Publishing Company
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