Science of Reading

Margaret J. Snowling is Professor of Psychology and President of St. John’s College, University of Oxford. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She is Past President of the Society for the Scientific Study of Reading and served on Sir Jim Rose’s Expert Advisory Group on provision for Dyslexia. She was appointed CBE for services to science and the understanding of dyslexia in 2016.Charles Hulme is Professor of Psychology and William Golding Senior Research Fellow at Brasenose College, University of Oxford. He is a fellow of the British Academy, the Academy of Social Sciences, and Academia Europea. He recieved the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association in 2019. Kate Nation is Professor of Experimental Psychology at the University of Oxford and a Fellow of St. John's College. She is a Fellow of the Academy of Social Sciences. Her research concerned with language processing has been recognized by the British Psychological Society and the Experimental Psychology Society. She received the Celebrating Impact Prize from the Economic and Social Research Council in 2020.

• List of Contributors ixPrefacexvAcknowledgmentsxixPart I Word Recognition 11 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives 5Charles Perfetti and Anne Helder2 Models of Word Reading: What Have We Learned? 36Mark S. Seidenberg, Molly Farry- Thorn, and Jason D. Zevin3 Word Recognition I: Visual and Orthographic Processing 60Jonathan Grainger4 Word Recognition II: Phonological Coding in Reading 79Marc Brysbaert5 Word Recognition III: Morphological Processing 102Kathleen RastlePart II Learning to Read and Spell 1216 The Foundations of Literacy 125Lorna G. Hamilton and Marianna E. Hayiou- Thomas7 Learning to Read Words 148Anne Castles and Kate Nation8 Learning to Spell Words 165Nenagh Kemp and Rebecca Treiman9 Individual Differences in Learning to Read Words 186Donald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, and Nuria Gutiérrez10 Teaching Children to Read 209Robert SavagePart III Reading Comprehension 23511 Reading Comprehension I: Discourse 239Paul van den Broek and Panayiota Kendeou12 Reading Comprehension II: Sentence Processing 261Simon P. Liversedge, Chuanli Zang, and Feifei Liang13 Modeling the Development of Reading Comprehension 280Arne Lervåg and Monica Melby- Lervåg14 Children’s Reading Comprehension Difficulties 298Kate CainPart IV Reading in Different Languages 32315 Reading and Reading Disorders in Alphabetic Orthographies 327Markéta Caravolas16 Reading and Reading Disorders in Chinese 354Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, and Dora Jue Pan17 Reading the Akshara Writing System 372Sonali NagPart V Disorders of Reading 39118 Acquired Disorders of Reading and Writing 395Anna Woollams, Matthew A. Lambon- Ralph, and Karalyn Patterson19 Developmental Dyslexia 416Richard K. Wagner, Fotena A. Zirps, and Sarah G. Wood20 Comorbidity of Reading Disorders 439Kristina Moll21 Learning to Read with a Language or Hearing Impairment 460Suzanne M. Adlof, Jessica Chan, Krystal Werfel, and Hugh W. CattsPart VI Biological and Social Correlates of Reading 48722 The Genetics of Dyslexia: Learning from the Past to Shape the Future 491Silvia Paracchini23 Genetic and Environmental Influences on Learning to Read 515Callie W. Little and Sara A. Hart24 The Neurobiology of Literacy 533Jason D. YeatmanGlossary 556Index 569