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Learning to read may be the most complex cognitive operation that
children are expected to master, and the latest research in
cognitive development has offered important insights into how
children succeed or fail at this task. The Cognitive Development of
Reading and Reading Comprehension is a multidisciplinary,
evidence-based resource for teachers and researchers that examines
reading comprehension from a cognitive development perspective,
including the principal theories and methods used in the
discipline. The book combines research into basic cognitive
processes-genetics, perception, memory, executive functioning, and
language-with an investigation of the effects that context and
environment have on literacy outcomes, making clear how factors
such as health, family life, community, policy, and ecology can
influence children's cognitive development.
Learning to read may be the most complex cognitive operation that
children are expected to master, and the latest research in
cognitive development has offered important insights into how
children succeed or fail at this task. The Cognitive Development of
Reading and Reading Comprehension is a multidisciplinary,
evidence-based resource for teachers and researchers that examines
reading comprehension from a cognitive development perspective,
including the principal theories and methods used in the
discipline. The book combines research into basic cognitive
processes-genetics, perception, memory, executive functioning, and
language-with an investigation of the effects that context and
environment have on literacy outcomes, making clear how factors
such as health, family life, community, policy, and ecology can
influence children's cognitive development.
This latest volume in the Extraordinary Brain series represents a
joint effort between researchers and practitioners to shape the
future of early reading intervention by taking stock of the present
and making recommendations for the future. Effective early reading
intervention depends on research and practice that leads to
positive changes in classroom practice and better student reading
outcomes. This important volume promotes the valuable “research
to practice to research” loop, bringing top experts and
practitioners together to examine what we know—and what we need
to know—about effective reading and writing intervention. The
newest addition to the respected Extraordinary Brain series, this
book compiles and expands on critical findings presented at The
Dyslexia Foundation’s biannual symposium. More than 35
researchers and practitioners explore the latest on topics relevant
to effective reading and writing education, from neurobiology and
genetics to specific strategies for translating research into
intervention—and learning from the results of these interventions
to inform new research. The concluding chapters map out key
priorities for future research and innovation. An essential text
for teachers, reading specialists, reading researchers,
administrators, and students in graduate courses, this volume marks
a significant step toward resolving the literacy challenges of
young learners. It will also help move the field toward a firmly
established “research to practice to research” collaboration
among researchers and practitioners. Key topics covered:
neurobiological bases of word recognition and comprehension how
behavioral genetics can inform education translating and applying
research to the classroom designing and interpreting the results of
randomized controlled trials (RCTs) the correlation between rapid
automatized naming (RAN) speed and reading development the impact
of eye movement research on our understanding of skilled reading
reading development and difficulties among English Language
Learners dialect variation in African American children the writing
challenges of children with dyslexia and Language Learning
Difficulty (LLD) developing research ideas from classroom and
school experiences specific considerations for the field as it
progresses and develops and more
An alarmingly high number of American students continue to lack
proficiency in reading, math, and science. The various attempts to
address this problem have all too often resulted in "silver bullet"
solutions such as reducing class size or implementing voucher
programs. But as the authors of this critically important book
show, improving literacy also requires an understanding of complex
and interrelated social issues that shape a child's learning. More
than twenty years of research demonstrate that literacy success is
determined by a combination of sociocultural forces including
parenting, preschool, classroom instruction, and other factors that
have a direct impact on a child's development. Here, Frederick J.
Morrison, Heather J. Bachman, and Carol McDonald Connor present the
most up-to-date research on the diverse factors that relate to a
child's literacy development from preschool through early
elementary school. Urging greater emphasis on the immediate sources
of influence on children, the authors warn against simple, single
solutions that ignore other pivotal aspects of the problem. In a
concluding chapter, the authors propose seven specific
recommendations for improving literacy-recommendations that can
make a real difference in American education.
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