Theoretical Issues in Reading Comprehension

Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence and Education Rand J. Spiro, Bertram C. Bruce, William F. Brewer ... Venezky , R. L. Theoretical and experimental base for teaching reading .

Theoretical Issues in Reading Comprehension

Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.

Dyslexia Advances in Theory and Practice

Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition. 18, 559-567. Venezky, R. (1976). Theoretical and experimental base for teaching reading. The Hague: Mouton. Vinsonhaler, J.S., Weinshank ...

Dyslexia  Advances in Theory and Practice

A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigor, and should be readable by a wide audience.

The Psychology of Reading

Journal of Educational Psychology, 1973, 64, 288–292. Venezky, R. L. Theoretical and experimental base for teaching reading. The Hague: Mouton, 1976. Venezky, R. L. Letter—sound regularity and orthographic structure.

The Psychology of Reading

The Psychology of Reading provides a fair and coherent overall picture of how reading is done and how it is best taught. It aims to relate reading to writing systems, analyze the process of reading from several viewpoints using research from diverse disciplines, and develop a model of reading to explain reading processes all the way from letter recognition to reading whole texts. The book describes how children learn to read in different scripts, by different methods, and at different ages. It discusses different components of reading—eye movements, letter and word recognition, sentence and prose reading, and so on, in beginning readers, in skilled or unskilled readers, as well as dyslexic readers. Brain-damaged patients with selective impairment of different components provide a ""natural laboratory"" to compare reading processes within one script as well as across different scripts. The more types of readers, scripts, and components examined, the better the picture of reading processes drawn. This book is a text for college students as well as a reference book for professionals in psychology, education, linguistics, and other related fields.

A Bibliography on Writing and Written Language

Urbana, Ill. EDUC READ Venezky, Richard L. (1974c) Theoretical and experimental bases for teaching reading. In: Sebeok, Th. A. (ed.) Current trends in linguistics, 12. The Hague: Mouton, 2057-2100. EDUC LING READ Venezky, ...

A Bibliography on Writing and Written Language

The bibliography offers information on research about writing and written language over the past 50 years. No comprehensive bibliography on this subject has been published since Sattler's (1935) handbook. With a selection of some 27,500 titles it covers the most important literature in all scientific fields relating to writing. Emphasis has been placed on the interdisciplinary organization of the bibliography, creating many points of common interest for literacy experts, educationalists, psychologists, sociologists, linguists, cultural anthropologists, and historians. The bibliography is organized in such a way as to provide the specialist as well as the researcher in neighboring disciplines with access to the relevant literature on writing in a given field. While necessarily selective, it also offers information on more specialized bibliographies. In addition, an overview of norms and standards concerning 'script and writing' will prove very useful for non-professional readers. It is, therefore, also of interest to the generally interested public as a reference work for the humanities.

Psychology Library Editions Psychology of Reading

Rayner , K. , & Hagelberg , E. M. Word recognition cues for beginning and skilled readers . ... Journal of Experimental Psychology , 1971 , 90 , 345–346 . ... Venezky , R. L. Theoretical and experimental base for teaching reading .

Psychology Library Editions  Psychology of Reading

The psychology of reading investigates the process by which readers extract visual information from written text and make sense of it. Psychology Library Editions: Psychology of Reading (11 Volumes) brings together as one set, or individual volumes, a small series of previously out-of-print titles, originally published between 1980 and 1995. The set includes topics such as dyslexia and the relationship between speech and reading.

Literacy

other childhood reading disorders : Significance and clinical utility . ... The use of rationally defined subgroups in research on learning disabilities . In J. Das . ... Theoretical and experimental base for teaching reading .

Literacy

This four-volume collection reprints key debates about exactly what it means to be literate and how literacy can best be taught. Rather than centering on the emotional reaction of mass media debates, this set focuses on research findings into processes and pedagogy. The themes covered include Literacy : its nature and its teaching, Reading - processes and teaching, Writing - processes and teaching and New Literacies - the impact of technologies.

The Causes of High and Low Reading Achievement

The curious role of letter names in reading instruction. Visible Language, 9, 1– 23. Venezky, R.L. (1976). Theoretical and experimental base for teaching reading. The Hague: Mouton. Venezky, R.L. (1977). Research on reading processes: A ...

The Causes of High and Low Reading Achievement

This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence? The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics. A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.

Interactive Processes in Reading

Journal of Verbal Learning and Verbal Behavior , 1971 , 10 , 635-647 . ... Savin , H. What a child knows about speech when he starts to learn to read . ... Venezky , R. Theoretical and experimental base for teaching reading .

Interactive Processes in Reading

Originally published in 1981, this volume is the edited proceedings of a conference held at the Learning Research and Development Center of the University of Pittsburgh in September 1979. The 15 chapters share a number of common issues. These include the role of contextual influences on lexical access, specific models of lexical access and word pronunciation, speech and visual processes in reading, the role of knowledge in comprehension, and sources of skill difference and skill development.

Dyslexia and Hyperlexia

... Reading Disabilities P. G. Aaron. Tien, H. C.: 1971, Hyperlexia, Hypolexia, or Dyslexia, Journal of Special Education 5(3), 257–259. ... Venezky, R.: 1976, Theoretical and Experimental Base for Teaching Reading, Mouton, The Hague.

Dyslexia and Hyperlexia

Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S. H. , a dyslexic college student. Until then, dyslexia to me remained an interesting phenomenon but somewhat removed from the mainstream of my research interests. The facts that, in spite of his superior IQ, S. H. could read no better than a child in the fifth grade and misspelled even common words such as was and here, however, took me by surprise and made me appreciate the intriguing and challenging nature of developmental dyslexia. This led to a series of studies of college students with reading disability, a group that is relatively unexplored. The general plan of these investigations was to study a small number of disabled readers at any given time, rather intensively. Even though this approach limits the generalizability of the research findings, it lays bare some of the most interesting facts about dyslexia which are obscured in large-scale statistical studies. These studies have now extended well over a decade and are still continuing. As soon as these studies were started, it became obvious that not all reading-disabled college students are alike and that disabled readers could be classified into three broad categories: those with poor decod ing skill, those with poor comprehension ability, and those with a combination of these two deficits.

The SAGE Handbook of Dyslexia

Spring, C. and French, L. (1990) 'Identifying children with specific reading disabilities from listening and reading discrepancy ... Review of Educational Research, 56, 72–110. ... Theoretical and experimental base for teaching reading.

The SAGE Handbook of Dyslexia

The SAGE Handbook of Dyslexia is a comprehensive overview of a complex field. It is a rich, critical assessment of past and present theory and current research, which also looks to the future. The editors have brought together key figures from the international academic world - both researchers and practitioners - to examine the relationships between theoretical paradigms, research and practice, and to map new areas of research. The book has 5 main sections: - neurological/genetic perspectives - cognitive and learning perspectives - educational influences - beyond school - international perspectives.

Reading Across the Life Span

Reading in early childhood: A linguistic study of a preschool child's gradual acquisition of reading ability. ... Journal of Educational Psychology, 76, 1 346- 1 358. ... Theoretical and experimental base for teaching reading.

Reading Across the Life Span

One of the liveliest areas of research in the social sciences is reading. Scholarly activity is currently proceeding along a number of different disciplinary lines, addressing a multitude of questions and issues about reading. A short list of disciplines involved in the study of reading would include linguistics, psychology, education, history, and gerontology. Among the important questions being ad dressed are some long-standing concerns: How are reading skills acquired? What are the basic components of reading skill? How do skilled readers differ from less skilled ones? What are the best ways to approach instruction for different groups of readers-young beginning readers, poor readers with learning problems, and teenage and adult illiterates? How can reading skill best be measured-what standardized instruments and observational techniques are most useful? The large volume of textbooks and scholarly books that issue forth each year is clear evidence of the dynamic nature of the field. The purpose of this volume is to survey some of the best work going on in the field today and reflect what we know about reading as it unfolds across the life span. Reading is clearly an activity that spans each of our lives. Yet most accounts of it focus on some narrow period of development and fail to consider the range of questions that serious scholarship needs to address for us to have a richer under standing of reading. The book is divided into four parts.

Language and Literacy Development in Bilingual Settings

Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for ... Journal of Educational Psychology, 88, 601–638. ... Theoretical and experimental base for teaching reading.

Language and Literacy Development in Bilingual Settings

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.

Facets of Dyslexia and its Remediation

Dyslexia: Theory and Research. Cambridge, Mass: MIT Press. Venezky, R. (1976). Theoretical and Experimental Base for Teaching Reading. The Hague: Mouton. Wimmer, H., Hartl, M., & Moser, E. (1990). Passen "englische" Modelle des ...

Facets of Dyslexia and its Remediation

Developmental Dyslexia has been a subject of interest to practitioners for more than a century. Despite its long research history, however, dyslexia (the terms specific reading disability, reading disability and learning disability are also used interchangeably in this volume) still provides a challenge for contemporary cognitive psychology, education, neurology and physiology. By bringing together contributions from researchers and scholars working in a wide range of fields and perspectives, it is hoped that this publication will offer a means of considering different facets of dyslexia, and enable a greater understanding of reading disorders and their remediation to emerge. The book is divided into eight major sections, the focus in each section being on a different facet of dyslexia. It is hoped this framework enables the reader to assimilate the wide range of pure and applied research and even give rise to a new perspective for the understanding of dyslexia.

Written Language Disorders

Venezky, R.: 1976, Theoretical and Experimental Base for Teaching Reading, Mouton, The Hague. Waters, G. S., Bruck, M. and Seidenberg, M.: 1985, 'Do children use similar processes to read and spell words?', Journal of Experimental Child ...

Written Language Disorders

Although anecdotal reports of loss of once-acquired reading ability was noticed in the individuals who had sustained brain damage as early as the year AD. 30, systematic enquires of alexia were not undertaken until the latter part of the nineteenth century. The two anatomo-pathological studies carried out by Dejerine in 1891 and 1892 mark the beginning of scholarly investigation of reading failure. Interestingly, the study of de velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Since then sporadic reports of developmental reading-writing failure began to appear in medi cal and educational journals even though such investigation went on at an unhurried pace. In the past two decades, however, the situation has changed enormously and hundreds of articles that have investigated developmental and acquired cognitive disabilities have been published. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles. Those who study disorders of language come from a wide variety of backgrounds and their reports are also published in a variety of journals. The purpose of the present volume is to bring some important research findings of written language disorders together and present them in a coherent format. In Chapter 1, Joshi and Aaron challenge the validity of the notion of the putative "poor speller but good reader'.

Bilingualism and Language Disability PLE Psycholinguistics

... Theoretical and Experimental Base for Teaching Reading (Mouton, The Hague). Ventriglia, L. (1982), Conversations of Miguel and Maria (AddisonWesley, New York). Verdoot, A. (1977), 'Educational Policies on Languages: the Case of the ...

Bilingualism and Language Disability  PLE  Psycholinguistics

Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child’s poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research.

Bilingualism and Language Disability

... 'Language Development In and Out of School', in N. Mercer (ed.), pp. 179-91. Vellutino, F.R. (1980), Dyslexia: Theory and Research (MIT, Cambridge, Mass.). Venezky, R.L. (1976), Theoretical and Experimental Base for Teaching Reading ...

Bilingualism and Language Disability


Processing of Visible Language

Venezky, R. L. Theoretical and experimental base for teaching reading. The Hague: Mouton, 1976. Walker, L. Comprehension of writing and spontaneous speech. Visible Language, 1977, 11, 37-51. Waller, R. Typographicaccess structures for ...

Processing of Visible Language

The second symposium on processing visible language constituted a different "mix" of participants from the first. Greater emphasis was given to the design of language, both in its historical development and in its current display; and to practical questions associated with machine-implementation oflanguage, in the interactions of person and computer, and in the characteristics of the physical and environmental objects that affect the interaction. Another change was that a special session on theory capped the proceedings. Psychologists remained heavily involved, however, both as contributors to and as discussants of the work pre sented. The motivation of the conferences remains one of bringing together graphic designers, engineers, and psychologists concerned with the display and acquisition of visible language. The papers separately tended to emphasize the one of the three disciplines that mark their authors' field of endeavor, but are constructed to be general rather than parochial. Moreover, within the three disciplines, papers emphasized either the textual or the more pictorial aspects. For example, a session on writing systems ranged from principles that seem to characterize all such systems to specific papers on ancient Egyptian writing, modern Korean, and English shorthand. The complementary session on the nontextual media opened with a discussion of general principles of pictorial communication and included papers on communicating instructions, general information, or religious belief through designs and other pictorial forms, as well as a discussion. of misrepresentation.

Orthography and Phonology

Theoretical and experimental base for teaching reading. The Hague: Mouton. Warnant, Léon. Dictionnaire de la prononciation frangaise. Deuxieme édition, revue et corriée. Gembloux: Duculot. Webster. 1970. Webster's seventh new collegiate ...

Orthography and Phonology

Collected here are eleven papers devoted to various aspects of the orthography/phonology interface. Topics include spelling-to-sound correspondence for English, French, and Russian, the design of a generative phonology for orthography data-base access, the linguistic sign and orthographic and phonological error, the analysis of Greenlandic school children’s spelling errors, the orthographic representation of phonemic nasalization and its implications for prosodic theory, the psycholinguistics of phonological recoding in reading, orthography as a variable in psycholinguistic experiments, spelling and dialect, orthography and the typology of phonological rules, and orthography and historical phonology.

Handbook of Orthography and Literacy

Schooling and the 5 to 7 shift: A natural experiment. ... Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its ... Theoretical and experimental bases for teaching 43.

Handbook of Orthography and Literacy

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.