Группа авторов

The Science of Reading


Скачать книгу

L. (2017). Neural correlates of coherence‐break detection during reading of narratives. Scientific Studies of Reading, 21(6), 463–479. doi: 10.1080/10888438.2017.1332065.

      56 Hjetland, H. N., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby‐Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta‐analytic review. Educational Research Review, 30, 100323. doi: 10.1016/j.edurev.2020.100323.

      57 Ho, C. S.‐H., Chan, D. W.‐O., Tsang, S.‐M., & Lee, S.‐H. (2002). The cognitive profile and multiple‐deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38, 543–553. doi: 10.1037//0012‐1649.38.4.543.

      58 Ho, C. S.‐H., Law, T. P.‐S., & Ng, P. M. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing, 13, 57–79. doi: 10.1023/A:1008040922662.

      59 Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. doi: 10.1007/BF00401799.

      60 Huey, E. B. (1908). The psychology and pedagogy of reading. New York: Macmillan.

      61 Hulme, C., Nash, H. M., Gooch, D., Lervåg, A. & Snowling, M. (2015). The foundations of literacy development in children at familial risk of dyslexia. Psychological Science, 26(12), 1877–1886. doi: 10.1177/0956797615603702.

      62 Hulme, C., & Snowling, M. J. (2011). Children's reading comprehension difficulties: Nature, causes, and treatments. Current Directions in Psychological Science, 20(3), 139–142. doi: 10.1177/0963721411408673.

      63 Hulme, C., Snowling, West, G., Lervåg, A, & Melby‐Lervåg, M. (2020). Children’s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science, 29(4), 372–377. doi: 10.1177/0963721420923684.

      64 Jamal, N. I., Piche, A. W., Napoliello, E. M., Perfetti, C. A., & Eden, G. F. (2012). Neural basis of single‐word reading in Spanish‐English bilinguals. Human Brain Mapping, 33(1), 235–245. doi: 10.1002/hbm.21208.

      65 Jared, D., & Seidenberg, M. S. (1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: General, 120(4), 358–394. doi: 10.1037/0096‐3445.120.4.358.

      66 Johnson‐Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.

      67 Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Advances in psychology, Vol. 94. Orthography, phonology, morphology, and meaning (pp. 67–84). North‐Holland. doi: 10.1016/S0166‐4115(08)62789‐2.

      68 Kessler, B. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24, 267–289. doi: 10.1080/02702710390227228.

      69 Kintsch, W. (1988). The use of knowledge in discourse processing: A construction‐integration model. Psychological Review, 95, 163–182. doi: 10.1037/0033‐295x.95.2.163.

      70 Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 209–226). Oxford: Wiley‐Blackwell. doi: 10.1002/9780470757642.ch12.

      71 Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 36–394. doi: 10.1037/0033‐295X.85.5.363.

      72 Kuperberg, G. R., & Jaeger, T. F. (2016). What do we mean by prediction in language comprehension? Language, Cognition and Neuroscience, 31(1), 32–59. doi: 10.1080/23273798.2015.1102299.

      73 Kuperberg, G. R., Lakshmanan, B. M., Caplan, D. N., & Holcomb, P. J. (2006). Making sense of discourse: An fMRI study of causal inferencing across sentences. Neuroimage, 33(1), 343–361. doi: 10.1016/j.neuroimage.2006.06.001.

      74 Kussmaul, A. (1878). Word‐deafness and word‐blindness. In H. v. Ziemssen (Ed.), Cyclopaedia of the practice of medicine. London: Sampson Row, Maston, Searle & Rivingston.

      75 Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event‐related brain potential (ERP). Annual Review of Psychology, 62, 621–647. doi: 10.1146/annurev.psych.093008.131123.

      76 Kutas, M., & Hillyard, S. A. (1980). Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207(4427), 203–205. doi: 10.1126/science.7350657.

      77 Li, X., & Pollatsek, A. (2020). An integrated model of word processing and eye‐movement control during Chinese reading. Psychological Review. Advance online publication. https://doi.org/10.1037/rev0000248.

      78 Liu, D., Chen, X., & Chung, K. K. H. (2015). Performance in a visual search task uniquely predicts reading abilities in third‐grade Hong Kong Chinese children. Scientific Studies of Reading, 19, 307–324. doi: 10.1080/10888438.2015.1030749.

      79 Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2018). Examining the simple view of reading with elementary school children: Still simple after all these years. Remedial and Special Education, 39(5), 260–273. doi: 10.1177/0741932518764833.

      80 Lovegrove, W., Martin, F., & Slaghuis, W.A. (1986). A theoretical and experimental case for a visual deficit in specific reading disability. Cognitive Neuropsychology, 3, 225–267. doi: 10.1080/02643298608252677.

      81 Luck, S. J., & Kappenman, E. S. (Eds.). (2011). The Oxford handbook of event‐related potential components. Oxford University Press. doi: 10.1093/oxfordhb/9780195374148.001.0001.

      82 Lukatela, G., & Turvey, M. T. (1994a). Visual lexical access is initially phonological: I. Evidence from associative priming by words, homophones, and pseudohomophones. Journal of Experimental Psychology: General, 123(2), 107–128. doi: 10.1037//0096‐3445.123.2.107.

      83 Lukatela, G., & Turvey, M. T. (1994b). Visual lexical access is initially phonological: 2. Evidence from phonological priming by homophones and pseudohomophones. Journal of Experimental Psychology, 123(4), 331–353. doi: 10.1037//0096‐3445.123.4.331.

      84 Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111–151. doi: 10.1016/0010‐0285(77)90006‐8.

      85 Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride‐Chang, C., & Petersen, A. (1996). On the bases of two subtypes of developmental dyslexia. Cognition, 58(2), 157–195. doi: 10.1016/0010‐0277(95)00679‐6.

      86 McBride‐Chang, C., Chung, K. K.H., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 110(3), 422–433. doi: 10.1016/j.jecp.2011.04.014.

      87 McBride‐Chang, C., Lam, F., Lam, C., Chan, B., Fong, C.Y.‐C., Wong, T. T.‐Y., & Wong, S. W.‐L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Experimental Child Psychology, 52(2), 204–211. doi: 10.1111/j.1469‐7610.2010.02299.x.

      88 McCandliss, B. D., Cohen, L., & Dehaene, S. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Science, 7(7), 293–299. doi: 10.1016/s1364‐6613(03)00134‐7.

      89 McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological Review, 88(5), 375–407. doi: 10.1037/0033‐295X.88.5.375.

      90 Moore, M. W. Durisko, C. Perfetti, C. A., & Fiez, J. A. (2014). Learning to read an alphabet of human faces produces left‐lateralized training effects in the fusiform gyrus. Journal of Cognitive Neuroscience, 26(4), 896–913. doi: 10.1162/jocn_a_00506.

      91 Myers, J. L., & O'Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse Processes, 26(2–3), 131–157. doi: 10.1080/01638539809545042.

      92 Nag, S. (2017). Learning to read alphasyllabaries. In