Reading Fluency Current Insights from Neurocognitive Research and In
The book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on f
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Asaid Khateb Irit Bar-Kochva Editors
Reading Fluency
Current Insights from Neurocognitive Research and Intervention Studies
Literacy Studies Volume 12
Series Editor R. Malatesha Joshi, Texas A&M University, College Station, USA Editorial Board Rui Alves, University of Porto, Portugal Linnea Ehri, CUNY Graduate School, New York, USA Usha Goswami, University of Cambridge, UK Catherine McBride Chang, Chinese University of Hong Kong, China Jane Oakhill, University of Sussex, Brighton, UK Richard Olson, University of Colorado, Boulder, USA Rebecca Treiman, Washington University in St. Louis, USA
While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose ofthis series is to bring together the available research studies into a coherent body of knowledge. Publications in this series areof interest toeducators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills.
More information about this series at http://www.springer.com/series/7206
Asaid Khateb • Irit Bar-Kochva Editors
Reading Fluency Current Insights from Neurocognitive Research and Intervention Studies
Editors Asaid Khateb The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities & Department of Learning Disabilities, Faculty of Education University of Haifa Mount Carmel, Haifa, Israel
Irit Bar-Kochva Department of Educational Psychology Goethe University, Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), German Institute for International Educational Research (DIPF) Frankfurt am Main, Germany Edmond J. Safra Brain Research Center for the Study of Learning Disabilities
University of Haifa Haifa, Israel
ISSN 2214-000X ISSN 2214-0018 (electronic) Literacy Studies ISBN 978-3-319-30476-2 ISBN 978-3-319-30478-6 (eBook) DOI 10.1007/978-3-319-30478-6 Library of Congress Control Number: 2016940837 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the materi
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