This pioneering book is now in a revised and expanded second edition featuring the latest neuroscientific knowledge and instructional strategies. Kelly B. Cartwright provides a teacher-friendly explanation of executive skills--such as planning, organization, cognitive flexibility, and impulse control--and their role in reading comprehension.…

A substantial amount of research has focused on children's reading development and reading problems, but in comparison there has been relatively little research into children's reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children's understanding of…

To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…

Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

Presents six experiments that investigate the hypothesis that text comprehension problems in young children arise from phonological processing difficulties for children in the presence of age-appropriate word reading skills. Supports previous work which indicates that poor comprehenders' problems arise from higher-level processing difficulties.…

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

Compares elementary cognitive processes (memory access, memory span, simultaneous and successive processing, and word reading) to spelling performance in average and reading-disabled children. Finds no classroom ability group differences in cognitive processing. Notes consistent differences in letter memory access and word reading by poorer…

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

The schema theory of reading comprehension holds that an active interplay exists between the reader's cognitive structures (schemata) relevant to a text and the text itself. A study examined whether children varying in reading comprehension ability showed differences in the deployment of cognitive structures--specifically, whether good and poor…

Suggests that chunking might improve the reading comprehension of good as well as poor readers. (FL)

Investigates word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal level readers of the same chronological age, and in younger normal readers at the same reading level. Indicates significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies…

In an updated edition, this book is intended to provide a solid, but accessible, introduction to what is known about the psychology of reading. The book is not aimed at cognitive psychologists, but at those who have had an academic background equivalent to the introductory course in psychology. The guiding purpose of the book is to address what…

Even though reading is a complex process, cognitive psychologists generally agree that reading is an active thinking process. Four aspects of the interactive view of reading can help define this process: (1) readers use both what they know and information from the text to construct meaning; (2) readers elaborate what and how they read; (3) readers…

Conventional wisdom holds that many children experience difficulty when they first read expository material after spending most of their reading time with simple narratives. Unfortunately, there is little available data bearing on this belief, nor is it clear how one would go about testing the claim. The labels "narrative" and…