Why do literary theorists see reading as an act of dispassionate textual analysis and meaning production, when historical evidence shows that readers have often read excessively, obsessively, and for sensory stimulation? Posing these and other questions, this is the first major work to bring insights from book history to bear on literary history and theory. In so doing, the book charts a compelling and innovative history of theories of reading. While literary theorists have greatly contributed to our understanding of the text-reader relation, they have rarely taken into account that the relation between a book and a reader is also a relation between two bodies: one made of paper and ink, the other flesh and blood. This is why, Karin Littau argues, we need to look beyond the words on the page, and pay attention to the technical innovations in the physical format of the book. Only then is it possible to understand more fully how media technology has changed our experience of reading, and why media history presents a challenge to our conceptions of what reading is. Each chapter places the reader in specific disciplinary and historical contexts: literature, criticism, philosophy, cultural history, bibliography, film, new media. Overall, the history recounted in this book points to a split between modern literary study which regards reading as a reducibly mental activity, and a tradition reaching back to antiquity which assumed that reading was not only about sense-making but also about sensation. Theories of Reading: Books, Bodies and Bibliomania will be essential reading for all students and scholars of literary theory and history as well as of great interest to students of the history of the book and new media.

The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.

This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies. New to This Edition *Current developments in theory, research, and instructional practices. *Useful pedagogical features in every chapter: framing questions, discussion ideas, and learning activities. *Classroom applications give increased attention to English language learners and technology integration. *Coverage of additional theories (Third Space Theory) and theorists (Bakhtin and Bourdieu).

First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

Phonics for Pupils with Special Educational Needs is a complete, structured, multisensory programme for teaching reading and spelling, making it fun and accessible for all. This fantastic seven-part resource offers a refreshingly simple approach to the teaching of phonics, alongside activities to develop auditory and visual perceptual skills. Specifically designed to meet the needs of pupils of any age with special educational needs, the books break down phonics into manageable core elements and provide a huge wealth of resources to support teachers in teaching reading and spelling. Book 1: Building Basics introduces basic sounds and explores their relationship with letters. It focuses on sounds and letters where there is a simple 1:1 correspondence between the two, and explores the sounds in simple words that follow the pattern of vowel-consonant or consonant-vowel-consonant. Sounds are grouped into seven sets, with each set containing more than 50 engaging activities, including: sound story, dynamic blending, reading race, spot the word and spelling challenge. Thorough guidance is provided on how to deliver each activity, as well as a lesson planner template, handy word lists and posters for teachers and teaching assistants to use to support learning. Each book in the series gradually builds on children’s understanding of sounds and letters and provides scaffolded support for children to learn about every sound in the English language. Offering tried and tested material which can be photocopied for each use, this is an invaluable resource to simplify phonics teaching for teachers and teaching assistants and provide fun new ways of learning phonics for all children. This book is accompanied by a companion resource, 'Phonics for Pupils with Complex SEND ', to be used alongside the Phonics for Pupils with Special Educational Needs programme. The activities from Books 1-6 of the programme are adapted to be accessible for non-verbal pupils, including AAC users, and those with physical disabilities.

"The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--

Reading is multi-faceted and shaped by contexts, participants, and technologies. Because of its multi-faceted nature, many theories of reading which tackle different perspectives to texts have been proposed. The purpose of this book is to grapple with issues on linguistic and literary theories in reading.