Can We Read Letters? Reflections on Fundamental Issues in Reading and Dyslexia Research /

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FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined wit...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Tønnessen, Finn Egil (Autor), Uppstad, Per Henning (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Leiden ; Boston : Brill | Sense, 2015.
Temas:
Dyslexia.
Dyslexia
Dyslexie.
EDUCATION / General
Acceso en línea:Texto completo

MARC

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245 1 0 |a Can We Read Letters? Reflections on Fundamental Issues in Reading and Dyslexia Research /  |c Finn Egil Tønnessen ; Per Henning Uppstad. 
264 1 |a Leiden ;  |a Boston :  |b Brill | Sense,  |c 2015. 
300 |a 1 online resource (140 pages) 
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588 0 |a Print version record. 
504 |a Includes bibliographical references and indexes. 
505 0 |a Preliminary Material -- Historical Introduction -- Beginning and Continuation of Dyslexia Research -- Challenges in Cognitive Psychology -- Defining 'Dyslexia' -- Defining 'Skill' -- Reading Skill -- Reading Fluency -- Reading Instruction -- Concluding Reflections -- References -- Subject Index -- Name Index. 
520 |a FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism--in part by focusing on the concept of 'skill'. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the 'balanced approach to reading instruction', 'reading fluency' and other key concepts. The book also deals with problems in the definition of 'dyslexia' and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway. 
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