This article reflects on transformations of modes of reading in an information age, asking what "creative reading" entails in information-intensive, multimodal environments. We currently face the challenge of the development of reading strategies that oscillate between "close" and "distant" reading. For years, these…

This article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational 'engagement'. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their 'stylistics of existence' into…

In Britain, children's literature studies emerged in the late 1960s, largely through the activities of what is now the Graduate School of Education at the University of Exeter. This article uses the Catherine Storr archive to revisit some of the contexts and concerns of those early days, many of which continue to have relevance. Storr was involved…

In the age of web 2.0, the university is constantly challenged to re-adapt its "old-fashioned" pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their…

In this secondary analysis study, the authors explored the relations between reading comprehension and oral reading performance in fourth-grade students, using a data set from the U.S. National Assessment of Educational Progress (NAEP) special study of oral reading. The data set consisted of 1,713 students randomly selected from the 140,000 fourth…

A quarter century ago, Hanson (1989) asked, "Is reading different for deaf individuals?" (p. 85). Appealing to evidence available at the time, she argued that skilled deaf readers, like their hearing counterparts, relied on their knowledge of English structure, including phonological information. This perspective on the role phonology…

This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies…

In this article, we want to present and analyse the picture book "The World has no Corners" (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing…

Six previous studies of the variables affecting anagram solution are re-examined for the evidence that number of syllables contributes to solution difficulty. It was shown that the number of syllables in a solution word was confounded with imagery for one study and with diagram frequency for another. More importantly it was shown that the number…

We present an MEG study of homonym recognition in reading, identifying effects of a semantic measure of homonym ambiguity. This measure sheds light on two competing theories of lexical access: the "early access" theory, which entails that lexical access occurs at early (pre 200 ms) stages of processing; and the "late access" theory, which…

In a recent paper, Chiarello, Welcome, Halderman, and Leonard (2009) reported positive correlations between word-related visual field asymmetries and reading performance. They argued that strong word processing lateralization represents a more optimal brain organization for reading acquisition. Their empirical results contrasted sharply with those…

We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…

Introduction: The present study examined the contributions of phonological decoding skills and rapid naming to the prediction of reading skills in Spanish-speaking children with dyslexia. Method: Thirty-eight dyslexic readers with phonological decoding processing deficits (mean age 9;11) were assessed on reading speed, reading comprehension, word…

Undergraduates (N = 171) completed a revised version of the Author Recognition Test (Stanovich & West, 1989). The resulting print exposure scores were divided into two dimensions: personal reading experience (primary print knowledge--PPK) and secondary print knowledge (SPK). Both PPK and SPK were correlated with print exposure, but not with…

Developmental dyslexia is one of the most common neuropsychological disorders in children and adults. Only few data are available on the pathomechanisms of this specific dysfunction, assuming--among others--that dyslexia might be a disconnection syndrome of anterior and posterior brain regions involved in phonological and orthographic aspects of…