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Topic

Reading (process)

About: Reading (process) is a(n) research topic. Over the lifetime, 116322 publication(s) have been published within this topic receiving 2042991 citation(s).

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Book
Gunther Kress1, Theo van Leeuwen2Institutions (2)
02 May 1996-
TL;DR: This chapter discusses representation and interaction, morality, and the materiality of meaning in the Semiotic Landscape - Surface and Inscription.

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Abstract: Introduction 1. The Semiotic Landscape 2. Narrative Representations: Designing Social Action 3. Conceptual Representations: Designing Social Constructs 4. Representation and Interaction: Designing the Position of the Viewer 5. Morality: Designing Models of Reality 6. The Meaning of Composition 7. The Materiality of Meaning - Surface and Inscription 8. The Third Dimension

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6,612 citations


Journal ArticleDOI
Keith Rayner1Institutions (1)
TL;DR: The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined.

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Abstract: Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.

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6,131 citations


Journal ArticleDOI
Abstract: Individual differences in reading comprehension may reflect differences in working memory capacity, specifically in the trade-off between its processing and storage functions. A poor reader's processes may be inefficient, so that they lessen the amount of additional information that can be maintained in working memory. A test with heavy processing and storage demands was devised to measure this trade-off. Subjects read aloud a series of sentences and then recalled the final word of each sentence. The reading span, the number of final words recalled, varied from two to five for 20 college students. This span correlated with three reading comprehension measures, including verbal SAT and tests involving fact retrieval and pronominal reference. Similar correlations were obtained with a listening span task, showing that the correlation is not specific to reading. These results were contrasted with traditional digit span and word span measures which do not correlate with comprehension.

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5,772 citations


Book
01 Jan 1998-
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.

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Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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5,668 citations


Journal ArticleDOI
Marilyn Jager Adams1Institutions (1)
01 Jun 1991-Language
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.

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Abstract: "Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read Drawing on a rich array of research on the nature and development of reading proficiency, Marilyn Adams shows educators that they need not remain trapped in the phonics versus teaching-formeaning dilemma and offers instructional alternatives She proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction Broad in scope and clearly written, "Beginning to Read provides fresh insights into the relationship between thinking and learning Developing the new connectionist theory as it relates to reading and its acquisition, Adams underscores the automatic nature of print perception in skillful readers while contrasting it with the attentive thought required for conceptual learning and understanding Adams reviews the history of debate over approaches to reading instruction as well as the research on their effectiveness, She consistently integrates instructional concerns with meticulous attention to research and theory from education, developmental and cognitive psychology, and linguistics Throughout, she emphasizes the interdependence of meaning appreciation and orthographic facility in both fluent reading and its acquisition Relevant learning theory is presented along with discussion of the roles of experience, practice, direct instruction, rules, thinking and understanding Adams stresses the importance of preschool language andliteracy experiences and includes descriptions of those that will best prepare children for reading instruction Marilyn Jager Adams is a Senior Scientist at Bolt Beranek and Newman Inc She was Principal Author and Curriculum Coordinator/Editor for the five volume classroom instruction series, "Odyssey: A Curriculum for Thinking Beginning to Read was developed in conjunction with the Reading Research and Education Center at the University of Illinois at Urbana-Champaign Learning, Development, and Conceptual Change series

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5,315 citations


Network Information
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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202233
20213,458
20204,234
20194,805
20184,910
20175,047

Top Attributes

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Topic's top 5 most impactful authors

Sharon Vaughn

133 papers, 9.3K citations

Keith Rayner

117 papers, 19.7K citations

Margaret J. Snowling

92 papers, 13.4K citations

Charles Hulme

82 papers, 8K citations

Ludo Verhoeven

70 papers, 2.3K citations