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Beyond Decoding

The Behavioral and Biological Foundations of Reading Comprehension

Edited by Richard K. Wagner, Christopher Schatschneider, and Caroline Phythian-Sence

Hardcovere-bookprint + e-book
Hardcover
June 19, 2009
ISBN 9781606233108
Price: $52.00
301 Pages
Size: 6" x 9"
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March 1, 2011
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301 Pages
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What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.

“By applying a multidisciplinary framework, this volume captures the true complexity of reading comprehension. When read separately, the chapters serve as a masterful review of the current research concerning comprehension and the many factors that influence it. Read as a whole, the volume points to future intersections for multidisciplinary studies that will do much to advance the field.”

—Katherine R. Hilden, PhD, School of Teacher Education and Leadership, Radford University


“This volume represents a significant accomplishment in advancing our understanding of reading comprehension. By integrating examinations of the origins of comprehension from multiple disciplines, Wagner et al. enhance each discipline's contribution. Each chapter helps to bring the topic into sharper focus, and the editors illustrate numerous ways that behavioral and biological perspectives can interface effectively. This book is an exceptional text for graduate courses in reading and will serve as an outstanding resource for researchers.”

—Holly B. Lane, PhD, Department of Special Education, University of Florida

Table of Contents

I. Cognitive Approaches

1. Language and Body, Michael P. Kaschak, John L. Jones, Jacqueline M. Coyle, and Andrea Sell

2. Eye Movements and Moment-to-Moment Comprehension Processes in Reading, Keith Rayner and Timothy J. Slattery

3. The Influence of In-Text Instruction on Declarative Knowledge and Vocabulary Learning in Struggling Readers: How IQ Confounds the Story, Donald L. Compton, Amy M. Elleman, Natalie G. Olinghouse, Jane Lawrence, Emily Bigelow, Jennifer K. Gilbert, and G. Nicole Davis

II. Developmental Approaches

4. How Children Read for Comprehension: Eye Movements in Developing Readers, Ralph Radach, Christiane Schmitten, Lisa Glover, and Lynn Huestegge

5. Reading between the Lines: Developmental and Individual Differences in Cognitive Processes in Reading Comprehension, Paul van den Broek, Mary Jane White, Panayiota Kendeou, and Sarah Carlson

6. The Roles of Fluent Decoding and Vocabulary in the Development of Reading Comprehension, Kanu Priya and Richard K. Wagner

III. Individual-Differences Approaches

7. Reading Comprehension Development from 8 to 14 Years: The Contribution of Component Skills and Processes, Kate Cain and Jane Oakhill

8. Reading Comprehension and Vocabulary: What’s the Connection?, Kate Nation

9. Examining the Decision Reliability and Validity of Three Reading Fluency Measures for Predicting Outcomes on Statewide Reading Accountability Tests, Jose M. Castillo, Joseph K. Torgesen, Kelly A. Powell-Smith, and Stephanie Al-Otaiba

IV. Biological-Based Approaches

10. Assessment and Etiology of Individual Differences in Reading Comprehension, Janice M. Keenan, Richard K. Olson, and Rebecca S. Betjemann

11. Genes, Environments, and the Development of Early Reading Skills, Stephen A. Petrill

12. Examining Sources of Poor Comprehension in Older Poor Readers: Preliminary Findings, Issues, and Challenges, Sarah H. Eason and Laurie E. Cutting

V. Epilogue

13. Promising Interfaces, Richard K. Wagner, Christopher Schatschneider, and Caroline Phythian-Sence


About the Editors

Richard K. Wagner, PhD, is Robert O. Lawton Distinguished Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His major area of research interest is the acquisition of complex cognitive knowledge and skills. In the domain of reading, Dr. Wagner’s research has focused on the role of reading-related phonological processing abilities in the normal and abnormal development of reading skills; the prediction, prevention, and remediation of dyslexia; and understanding the origins of individual and developmental differences in reading comprehension.

Christopher Schatschneider, PhD, is Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. His research focuses on early reading development and reading disabilities. Dr. Schatschneider is also a trained methodologist who frequently provides assistance to investigators around design and analysis issues that arise when designing experiments and analyzing data from studies of early reading development. He is the Editor of Annals of Dyslexia and serves on the editorial boards of numerous journals.

Caroline Phythian-Sence, PhD, engages in research and pilot development for Reading Is Fundamental, UK, at the National Literacy Trust, in London, England. Previously, Dr. Phythian-Sence was a doctoral student of Richard Wagner at Florida State University and the Florida Center for Reading Research, where she studied vocabulary knowledge and its relation to comprehension.

Contributors

Stephanie Al-Otaiba, PhD, College of Education and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Rebecca S. Betjemann, PhD, Department of Psychology, Regis University, Denver, Colorado

Emily Bigelow, MEd, Department of Teaching and Learning, Vanderbilt University, Peabody College, Nashville, Tennessee

Kate Cain, DPhil, Department of Psychology, Fylde College, Lancaster University, Lancaster, United Kingdom

Sarah Carlson, MA, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Jose M. Castillo, EdS, Florida Problem Solving/Response to Intervention Project, University of South Florida, Tampa, Florida

Donald L. Compton, PhD, Department of Special Education, Vanderbilt University, Peabody College, Nashville, Tennessee

Jacqueline M. Coyle, BS, Department of Psychology, Florida State University, Tallahassee, Florida

Laurie E. Cutting, PhD, Kennedy Krieger Institute Baltimore, Maryland

G. Nicole Davis, PhD, Department of Special Education, Vanderbilt University, Peabody College, Nashville, Tennessee

Sarah H. Eason, MS, Kennedy Krieger Institute, Baltimore, Maryland

Amy M. Elleman, MEd. Department of Special Education, Vanderbilt University, Peabody College, Nashville, Tennessee

Jennifer K. Gilbert, BS, Department of Special Education, Vanderbilt University, Peabody College, Nashville, Tennessee

Lisa Glover, BS, Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Lynn Huestegge, PhD, Institute of Psychology, RWTH Aachen University, Aachen, Germany

John L. Jones, MA, Department of Psychology, Florida State University, Tallahassee, Florida

Michael P. Kaschak, PhD, Department of Psychology, Florida State University, Tallahassee, Florida

Janice M. Keenan, PhD, Department of Psychology, University of Denver, Denver, Colorado

Panayiota Kendeou, PhD, Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montreal, Quebec, Canada

Jane Lawrence, MEd, Department of Special Education, Vanderbilt University, Peabody College, Nashville, Tennessee

Kate Nation, DPhil, Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom

Jane Oakhill, DPhil, Department of Psychology, Life Sciences, University of Sussex, Falmer, East Sussex, United Kingdom

Natalie G. Olinghouse, PhD, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut

Richard K. Olson, PhD, Department of Psychology, University of Colorado, Boulder, Colorado

Stephen A. Petrill, PhD, Department of Human Development, The Ohio State University, Columbus, Ohio

Caroline Phythian-Sence, PhD, National Literacy Trust, London, United Kingdom

Kelly A. Powell-Smith, PhD, NCSP, Dynamic Measurement Group, Eugene, Oregon

Kanu Priya, MA, MS, Department of Management, Terry College of Business, University of Georgia, Athens, Georgia

Ralph Radach, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Keith Rayner, PhD, Department of Psychology, University of California, San Diego, La Jolla, California

Christopher Schatschneider, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Christiane Schmitten, MSc, Institute of Psychology, RWTH Aachen University, Aachen, Germany

Andrea Sell, BS, Department of Psychology, Florida State University, Tallahassee, Florida

Timothy J. Slattery, PhD, Department of Psychology, University of California, San Diego, La Jolla, California

Joseph K. Torgesen, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Paul van den Broek, PhD, Department of Education and Child Studies, University of Leiden, Leiden, The Netherlands

Richard K. Wagner, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Mary Jane White, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Audience

Reading researchers; teacher educators; literacy specialists; educational psychologists.

Course Use

May serve as a text in graduate-level courses such as Issues in Literacy Development, Advanced Study in Reading Comprehension, and Psychology of Reading.