This book sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area, and offering a new framework which could explain both reading acquisition and developmental dyslexia.
Originally published in 1982. This book is concerned with the kinds of demands on our reading ability made by work or study. It gives readers techniqu..
Situation Models and Levels of Coherence is of professional and scholarly interest to cognitive scientists who specialize in reading, knowledge repres..
Originally published in 1995, this collection of papers introduced a new dimension to the understanding of reading by focusing on the relation between..
First published in 1983, advances in cognitive psychology revealed that reading and spelling disabilities may be due to deficits in basic cognitive pr..
First published in 1981, the 15 chapters in this title share a number of common issues. These include the role of contextual influences on lexical acc..
Originally published in 1987, Being Skilled presents a new model of how children learn to read, and in particular those who learn quickly and precocio..
Research in cognitive psychology, linguistics, and AI – the three disciplines that have the most direct application to an understanding of the mental ..
Originally published in 1984, the previous two decades had seen a rebirth of psychological interest in the process of reading. In this volume question..
Bringing together neurological assessments of reading and cognition, this provocative volume, originally published in 1985, presents eight major and s..
This text outlines the major models of lexical processing that have been put forward in the literature, and how they explain the basic empirical findi..
In the late 1970s, reading research had become a true interdisciplinary endeavour. Given appropriate integration, results from these diverse perspecti..
Originally published in 1985, the various chapters in this volume give examples of research on all three aspects of text understanding – namely, struc..