The Science of Reading: A Handbook

"In the rapidly burgeoning, cumulative progress that characterizes our field today, this is the compendium that everyone needs. Graduate students and researchers alike will feast on this collection."
Professor Keith E. Stanovich, University of Toronto, Canada

"This authoritative handbook defines the science of reading, reviewing the huge advances in knowledge over the last thirty years in a dazzling display of scholarship. No one interested in the psychology of reading can do without it."
Professor Uta Frith, Institute of Cognitive Neuroscience, University College London

"At last! The handbook we've all been waiting for - graduate students and seasoned researchers alike - an authoritative, state-of-the-art source-book encompassing all the central topics in the science of reading, with an author list that reads like a Who's Who of basic reading research. The breadth and depth of each of so many seminal reviews confirms the status of reading science as one of the 'trophies' of modern cognitive science. I expect this will remain the definitive work for years to come."
David L. Share, University of Haifa, Israel

“An invaluable reference text for researchers, graduate students and educators with an interest in reading … I recommend the book highly for anyone interested in the state of understanding of reading and its development.”
Fiona Lyddy, The Irish Psychologist

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 multidisciplinary overview of contemporary knowledge about reading and related skills. The volume is divided into seven sections: bull; bull;Word Recognition Processes in Reading outlines models of word recognition that have shaped the direction of reading research during the past two decades and presents reviews of research on reading processes from the point of view of experimental psychology. bull;Learning to Read and Spell reviews theories of literacy development and considers cognitive, linguistic and environmental factors that influence the development of reading and spelling bull;Reading Comprehension provides reviews of reading comprehension processes in adults and children and of reading comprehension impairments. bull;Reading in Different Languages reviews cross-linguistic studies of reading processes and considers the development of reading in alphabetic and logographic languages as a backdrop to studies of dyslexia in different languages. bull;Disorders of Reading and Spelling reviews current research on acquired and developmental dyslexia and the effects of hearing and language impairments on learning to read. bull;Biological Bases of Reading reviews brain imaging and genetic approaches to reading and its disorders. bull;Finally, Teaching Reading discusses the implications of this large body of research for the teaching of reading and for reading intervention.

The Science of Reading brings together state-of-the-art reviews of reading research from leading names in the field, to create a multidisciplinary overview of contemporary knowledge about reading and related skills.

The volume is divided into seven sections:

• 
  
• Word Recognition Processes in Reading
  
• Learning to Read and Spell
  
• Reading Comprehension provides
  
• Reading in Different Languages
  
• Disorders of Reading and Spelling
  
• Biological Bases of Reading
  
• Finally, Teaching Reading

Margaret J. Snowling is Professor of Psychology at the University of York. Widely recognised as an expert in the field of children’s reading and language difficulties, she was awarded the British Psychological Society Presidents’ Award 2003 for distinguished contributions to psychological knowledge and is President-Elect of the Society for the Scientific Study of Reading. She is the author of the bestselling text, Dyslexia (Second Edition, Blackwell Publishing, 2000).

Charles Hulme is Professor of Psychology at the University of York. His research is on memory, reading and language processes and their development. He was the joint recipient of the Dina Fietelson Award of the International Reading Association for research on reading intervention, in 1998.