The Cognitive Foundations of Reading and Its Acquisition A Framewor
This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book de
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Wesley A. Hoover William E. Tunmer
The Cognitive Foundations of Reading and Its Acquisition A Framework with Applications Connecting Teaching and Learning
Literacy Studies Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education Volume 20 Series Editors R. Malatesha Joshi Texas A&M University College Station, TX, USA Editorial Board Members Rui Alves University of Porto Porto, Portugal Linnea Ehri CUNY Graduate School New York, USA Usha Goswami University of Cambridge Cambridge, UK Catherine McBride Chang Chinese University of Hong Kong Hong Kong, China Jane Oakhill University of Sussex Brighton, UK Rebecca Treiman Washington University in St. Louis Missouri, 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 of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, 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. Book proposals for this series may be submitted to the Publishing Editor: Natalie Rieborn; Springer; Van Godewijckstraat 30;3300 AA Dordrecht; The Netherlands; e-mail: [email protected] More information about this series at http://www.springer.com/series/7206
Wesley A. Hoover • William E. Tunmer
The Cognitive Foundations of Reading and Its Acquisition A Framework with Applications Connecting Teaching and Learning
Wesley A. Hoover American Institutes for Research Austin, TX, USA
William E. Tunmer College of Humanities & Social Sciences Massey University Palmerston North, New Zealand
ISSN 2214-000X ISSN 2214-0018 (electronic) Literacy Studies ISBN 978-3-030-44194-4 ISBN 978-3-030-44195-1 (eBook) https://doi.org/10.1007/978-3-030-44195-1 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any oth
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