With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.

With contributions from leading international researchers, this book offers a critique of current thinking on the research literature into reading, reading comprehension and writing.

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including: The importance of phonological sensitivity for learning to read and to write The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic The role of visual processing in reading and writing skills How the latest research can inform the teaching of reading An overview of our understanding of dyslexia, including recent neuroscientific research The developmental challenges in becoming biliterate What is special about writing for beginners and later for comprehensive writing Basics of reading comprehension Children’s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.

Learning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research.

When severe reading and spelling problems are not detected at an early stage in the school context, students may not be able to overcome them even in adulthood. Such problems in the worst cases may lead to developmental dyslexia or developmental dysorthographia, which are severe learning disabilities. Early intervention, though, can prevent these problems. Consequently, involving students in an active writing programme and providing them with ample opportunities to use spelling words in frequent writing can be the answer to such an inquiry. Meaningful writing can further facilitate spelling acquisition since in this manner, they can gain control over their work and learn to focus on the writing process and not exclusively on the final product. The book addresses these issues in order to help educators and clinicians identify such problems early, while it also acts as a practical guide to instruction and assessment.

Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts. ‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading. A chapter on Learning interactions and social worlds is new to this edition. The following chapters have all been extensively updated: Learning Assessment Individual differences and achievement Student engagement and motivation The educational context Society and culture Language Literacy Inclusive education and special educational needs Behaviour problems Dealing with behaviour problems. This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.