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Unraveling Reading Comprehension
Behavioral, Neurobiological, and Genetic Components
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What do we know about reading comprehension-and what do we need to know in order to improve it and help all students become confident readers? This urgently needed research volume is the only cohesive, up-to-date compendium of knowledge about the behavioral, neurobiological, and genetic components of reading comprehension. More than 40 top researchers from multiple disciplines present the latest findings on comprehension, addressing theory and science, effective instruction and intervention, and priorities for future research that will move the field forward.
DISCOVER THE LATEST ON:
- the trajectory of reading skill development
- causes of comprehension problems during reading
- ideal characteristics of effective reading comprehension assessments
- new analytic techniques that examine individual differences in comprehension skills
- groundbreaking behavioral genetics studies examining reading comprehension
- distinctions between oral comprehension and reading comprehension
- how various text types interact with the cognitive and neurobiological profiles of children with varying comprehension abilities
- interventions for diverse learners who struggle with comprehension
- intensive interventions for adolescents with dyslexia
Review by: Virginia Berninger, Professor and Director of the NICHD-funded Center for OWLs
“Set[s] the gold standard for translational science of basic research into educational practice for reading comprehension.”
Review by: Elaine Silliman, Professor Emeritus, Department of Communication Sciences and Disorders, University of South Florida
“The editors assemble a stellar set of researchers from multiple disciplines to chart a contemporary path for the integrated understanding of reading comprehension . . . This work serves as a ‘common language’ for meeting the scientific and instructional challenges of understanding reading comprehension in diverse learners."
Review by: Donald Shankweiler, University of Connecticut and Haskins Laboratories, USA
“Represents a serious effort to stake out the territory and address the many challenges that must be met to reach [an] understanding of reading comprehension, its development, and disorders.”
Review by: Maria Mody, Assistant Professor of Radiology, Athinoula A. Martinos Center for Biomedical Imaging, Harvard Medical School
" A rich and in-depth treatment of reading comprehension, its component processes, and the consequences of a comprehension failure from multiple research perspectives of behavior, genetics, neuroimaging and modeling . . . all in a single volume."
About the Editors
About the Contributors
The Dyslexia Foundation and the Extraordinary Brain Series
- Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension: An Introduction
Laurie E. Cutting and Brett Miller
- Reflections on Transitions in the Field of Dyslexia: Learning from the Past to Benefit the Future
Robin D. Morris
II What Goes Wrong When Reading Comprehension Fails?
- Reading Comprehension and Reading Comprehension Problems: A Word-to-Text Integration Perspective
Charles Perfetti, Joseph Z. Stafura, and Suzanne M. Adlof
- How Might Comprehension Deficits Be Explained by the Constraints of Text and Multilevel Discourse Processes?
Art Graesser and Haiying
- Sources of Comprehension Problems During Reading
Anne Helder, Paul van den Broek, Linda Van Leijenhorst, and Katinka Beker
- Reading Comprehension Difficulties in Struggling Readers
- Oral Language Disorders and Reading Comprehension Problems
Hugh W. Catts
- Is Reading the Same as Viewing? An Exploration of the Similarities and Differences Between Processing Text- and Visually Based Narratives
Joseph P. Magliano, Lester C. Loschky, James A. Clinton, and Adam M. Larson
- Integrative Summary 1: What Goes Wrong When Reading Comprehension Fails?
III How Can Assessment and Statistical and Computational Modeling Help Us Understand Reading Comprehension?
IV The Neurobiology and Genetics of Reading
and Reading Comprehension
- Rationale for a New Generation of Reading Comprehension Assessments
John P. Sabatini and Tenaha O'Reilly .
- The Development of Eye-Movement Control and Reading Skill
Erik D. Reichle
- Taking Models and Neuroimaging to Task: What Do We Know About How People Actually Read?
Jason D. Zevin and Jianfeng Yang .
- What Can Be Learned About the Reading Comprehension of Poor Readers Through the Use of Advanced Statistical Modeling Techniques?
Donald L.Compton, Amanda C. Miller, Jennifer K. Gilbert,
and Laura M. Steacy
- Integrative Summary 2: Understanding Limitations of the Past to Facilitate Future Advances in Reading
- From Words to Text: Neurobiology and Behavioral Bases of Reading Comprehension
Laurie E. Cutting, Sabrina L. Benedict, Allison Broadwater, Scott S. Burns, and Qiuyen Fan
- Neuroimaging Studies of Reading Disabilities: Toward Brain-Based Learning Models
Kenneth R. Pugh, Stephen J. Frost, Nicole Landi,
Jonathan L. Preston, W. Einar Mencl, and
Jay G. Rueckl
- The Proactive Comprehender: What Event-Related Potentials Tell Us About the Dynamics
of Reading Comprehension
Gina R. Kuperberg .
- Relating Reading Comprehension to Language
and Broader Reading Skills: A Behavioral
Stephen A. Petrill
- What We Know (or Do Not Know) About the
Genetics of Reading Comprehension and Other
Elena L. Grigorenko
- Integrative Summary 3: The Neurobiology and
Genetics of Reading and Reading Comprehension
Fumiko Hoeft and Chelsea Myers
V Intervention: Addressing the Needs of Learners
- Intervening to Support Reading Comprehension
Development with Diverse Learners
Carol McDonald Connor
- Why Intensive Interventions Are Necessary for
Adolescents with Dyslexia: Findings from
3-Year Intervention and Future Research
Sharon Vaughn and Michael Solis
- Integrative Summary 4: Intervention: Addressing
the Needs of Learners
Heikki J. Lyytinen and Peggy McCardle
- Future Directions in Reading Comprehension
Peggy McCardle, Laurie E. Cutting, and Brett Miller