Reading Across the Life Span

1. Front Matter

   Pages i-xvi

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2. The Contexts for Reading

   1. Front Matter

      Pages 1-1

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   2. Cross-Cultural Factors Affecting Initial Acquisition of Literacy Among Children and Adults

      • JoBeth Allen, Donald L. Rubin

      Pages 3-32

   3. Young Children’s Literacy Experiences in Home and School

      • Elfrieda H. Hiebert

      Pages 33-55

   4. Acquiring and Using Literacy Skills in the Workplace

      • Jorie W. Philippi

      Pages 57-72

   5. Literacy Patterns in Historical Perspective

      • Harvey J. Graff

      Pages 73-91

3. Reading in Childhood

   1. Front Matter

      Pages 93-93

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   2. The Spelling-Sound Code in Reading

      • Connie Juel

      Pages 95-109

   3. The Language Code: Issues in Word Recognition

      • Keith E. Stanovich

      Pages 111-135

   4. Reading Instruction in Childhood and Adolescence

      • Judith A. Winn, Annemarie Sullivan Palincsar

      Pages 137-162

4. Reading in Adulthood

   1. Front Matter

      Pages 163-163

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   2. Reading Comprehension and the Use of Text Structure Across the Adult Life Span

      • Bonnie J. F. Meyer, Carole J. Young, Brendan J. Bartlett

      Pages 165-191

   3. Reading and Memory for Prose in Adulthood: Issues of Expertise and Compensation

      • Roger A. Dixon, Lars Bäckman

      Pages 193-213

   4. “Seductive Details” and Adults’ Learning from Text

      • Ruth Garner

      Pages 215-222

   5. Instruction and Remediation in Reading Among Adult Illiterates

      • Richard D. Robinson

      Pages 223-237

5. Reading Across the Lifespan

   1. Front Matter

      Pages 239-239

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   2. Studying Across the Life Span

      • John W. Thomas, William D. Rohwer Jr.

      Pages 241-272

   3. Change in Reading Ability and Attitudes from Childhood to Adulthood: A Life Span Perspective

      • M. Cecil Smith

      Pages 273-291

   4. Remembering Stories: Studies of the Limits of Narrative Coherence on Recall

      • Steven R. Yussen, Randall L. Glysch

      Pages 293-321

6. Back Matter

   Pages 323-329

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One of the liveliest areas of research in the social sciences is reading. Scholarly activity is currently proceeding along a number of different disciplinary lines, addressing a multitude of questions and issues about reading. A short list of disciplines involved in the study of reading would include linguistics, psychology, education, history, and gerontology. Among the important questions being ad­ dressed are some long-standing concerns: How are reading skills acquired? What are the basic components of reading skill? How do skilled readers differ from less skilled ones? What are the best ways to approach instruction for different groups of readers-young beginning readers, poor readers with learning problems, and teenage and adult illiterates? How can reading skill best be measured-what standardized instruments and observational techniques are most useful? The large volume of textbooks and scholarly books that issue forth each year is clear evidence of the dynamic nature of the field. The purpose of this volume is to survey some of the best work going on in the field today and reflect what we know about reading as it unfolds across the life span. Reading is clearly an activity that spans each of our lives. Yet most accounts of it focus on some narrow period of development and fail to consider the range of questions that serious scholarship needs to address for us to have a richer under­ standing of reading. The book is divided into four parts.

• Entwicklungspsychologie
• Kognition
• Lesen
• cognition
• development
• developmental psychology
• learning
• memory
• psychology

• School of Education, University of Iowa, Iowa City, USA

  Steven R. Yussen

• Department of Educational Psychology, Counseling and Special Education, Northern Illinois University, DeKalb, USA

  M. Cecil Smith

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