Psychology of Reading 2nd Edition by Keith Rayner, Alexander Pollatsek, Jane Ashby, Charles Clifton – Ebook PDF Instant Download/Delivery: 184872943X, 978-1848729438
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ISBN 10: 184872943X
ISBN 13: 978-1848729438
Author: Keith Rayner, Alexander Pollatsek, Jane Ashby, Charles Clifton
Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework.
The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading.
Psychology of Reading, 2nd Edition, is essential reading for undergraduates, graduates, and researchers in cognitive psychology and could be used as a core textbook on courses on the psychology of reading and related topics. In addition, the clear writing style makes the book accessible to people without a background in psychology but who have a personal or professional interest in the process of reading.
Psychology of Reading 2nd Table of contents:
Part I Background Information
1 Introduction and Preliminary Information
What is Cognitive Psychology?
Historical Overview of Reading Research
Overview of the Human Information-Processing System
The Retina and Visual Acuity
Pattern Recognition Processes
The Sensory Store
Short-Term Memory
Long-Term Memory
Selection of Information
The Concept of Processing Stages
The Reality of Information-Processing Models
Brain Function and Reading
What is Reading?
Models of Reading
2 Writing Systems
Possible Principles of Representation
Logographic
Syllabic
Phonemic
A Brief History of Writing
Inventions of Writing
The Development of the Alphabet
Some Comments about Progress
Some Current Writing Systems
Logography: Chinese
Syllabaries: Japanese and Korean
English and Other Alphabetic Systems
Some General Comments about Writing Systems
Direction of Writing
Punctuation and Spacing
Is There a Best System of Writing?
Notes
3 Word Perception I: Some Basic Issues and Methods
How long Does it Take to Identify a Word?
Response Time Methods
Brief Presentation Methods
Estimates from Reading Text
Physiological Methods
Is Word Processing Automatic?
Is Identification of Words Unconscious?
Is Intention to Process a Word Important?
Does Word Identification Take Processing Capacity?
How Does the Processing of Words Relate to the Processing of Letters?
Letters in Words are not Processed Sequentially
Words are not Visual Templates
A Relatively Simple Model of Word Perception
The Role of Near Misses in Word Identification
The Role of Sound in the Encoding of Words
Two Possible Routes to Sound
Processing Simple and Complex Words
Function Words
Complex (Multimorphemic) Words
Cross-Language Studies of Word Perception
A Final Issue
Summary and Conclusions
Notes
Part II Skilled Reading of Text
4 The Work of the Eyes
Basic Characteristics of Eye Movements
Variation of Reading Measures
A Few Comments About Saccades and Fixations
Summary
The Perceptual Span
Fixed-Eye Techniques
Primitive Window Techniques
Estimates Based on Reading Where Natural Eye Movements are Allowed
Gaze-Contingent Display Change Techniques
What is a Reader Doing on a Fixation?
Integration of Information Across Eye Movements
Is Visual Information Integrated Across Eye Movements?
Partial Encoding of Meaning
Sound Codes
Letters vs. Words
The Control of Eye Movements During Reading
Evidence for Cognitive Control
Control of Saccade Length
Control of Fixation Duration
Evidence for Direct Control
What Information is Involved in Direct Control?
Summary
Note
5 Word Perception II: Word identification in text
Basic Questions Revisited
How Early is Phonological Information from Words Extracted in Reading Text?
Meaning Extraction
Automaticity of Word Encoding Revisited: Does Automaticity Imply that More than One Word is Encoded at a Time in Reading?
Is There Evidence for Parallel Processing of Words?
Neighborhood Effects and Transposed Letter Effects in Reading Text
Neighborhood Effects
Letter Position Coding
The Role of Morphemes in Encoding Printed Words
Evidence for Involvement of Morphemes in Encoding Words in Reading
The Effects of Context on Word Identification
Some General Issues
Does Context Affect the Speed of Lexical Access?
Some Conclusions, Speculations, and a Look Ahead
What have we Learned?
A Look Ahead
6 A Model of Eye Movements in Reading
A Brief History and Outline of the Model
Why have a Formal Computational Model?
Background
Outline of the Model
The Process of Modeling Reading Behavior
A Basic Issue: What is the Unit of Processing that is Driving the Eyes?
More Recent Refinements of the Model
Conclusions: E-Z Reader and Other Models
Note
Part III Understanding Text
7 Inner Speech
Inner Speech and Comprehension
Electromyographic Recording
Summary
Concurrent Articulatory Activity
Suppression While Reading Words and Phrases
Suppression While Reading Passages
Problems with the Suppression Technique
Phonological Similarity Effects
Homophonic Phrases
Tongue Twisters
Phonemic Similarity Effect
Summary
Deaf Readers
The Effects of the Writing System
How Inner Speech Affects Reading
The Role of Inner Speech in Encoding Words
The Incomplete Nature of Inner Speech
Does Inner Speech Lag Behind the Eyes?
On the Nature of the Phonological Code
How is the Phonological Code Used for Comprehension?
Summary
8 Words and Sentences
Composing Sentence Meanings
Parsing
Methods
Serial Modular Models of Parsing
Interactive, Constraint-Based Models of Parsing
Interpretation
Thematic Roles and the Argument–Adjunct Distinction
Lexical Complexity and Lexical Guidance
Semantic Ambiguity
Semantic Coercion
Immediacy Revisited
Good-Enough Processing
Summary
Note
9 Comprehension Of Discourse
Discourse Representations
Kintsch’s Representations of Discourse
Schemas, Scripts, and Story Grammars
Putting Sentences Together
Pronominal Anaphora
Nominal Anaphora
Relations Between Propositions
Information Structure and the “Given–New Contract”
Reinstatement from Memory
Inferences
Bridging Inferences
Elaborative Inferences
Situation Models
Readability
Summary
Part IV Beginning Reading, Reading Disorders, and Individual Differences
10 Stages of Reading Development
Stages of Early Reading Development
Early Reading Development in Other Alphabetic Writing Systems
Word Identification Cues
Visual and Graphemic Cues
Orthographic Cues
Grapheme-to-Phoneme Correspondence Cues
Context Cues
Which Cues are the Most Important?
Cues for Accessing the Meaning of Familiar Words
Picture–Word Interference
Units of Processing and Reading Development
Comprehension Processes
Inner Speech and Reading Comprehension
Summary
Eye Movements and the Perceptual Span
Summary
11 Learning To Read
The Alphabetic Principle
Emergent Literacy
Listening to Storybooks
Developing Spoken Language
Becoming Conscious of Words as Units
Summary
Beginning to Read
Cognitive Foundations of Learning to Read
When Should Reading Instruction Begin?
Methods of Teaching Reading
Reading Instruction with an Emphasis on Cracking the Alphabetic Code
Reading Instruction with an Emphasis on Meaning
The Debate about Early Reading Instruction
Empirical Studies of Meaning-Emphasis and Code-Emphasis Approaches
Summary of Methods of Teaching Reading
Summary
12 Reading Disorders
Acquired Dyslexia
Surface Dyslexia
Phonological Dyslexia
Deep Dyslexia
Summary of Acquired Dyslexia
Developmental Reading Disorders
Identifying Reading Disorders
Developmental Dyslexia
Reading Comprehension Deficits
Can an Early Focus on Letter–Sound Correspondences Produce Readers with a Comprehension Deficit?
Summary
13 Speed Reading, Proofreading, and Individual Differences
Speed Reading
Summary
Proofreading, Visual Search, and Mindless Reading
Flexibility in Reading
Individual Differences
Summary
14 Final Overview
Top-Down Models
Bottom-Up Models
Interactive Models
The Rayner and Pollatsek (1989) Model
Final Thoughts
References
Author Index
Subject Index
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Tags: Keith Rayner, Alexander Pollatsek, Jane Ashby, Charles Clifton, Psychology of Reading