This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaning-construction, the studies build on principles of scientific realism - an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives.
Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading - a data-driven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks - scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as "reliable and replicable research on reading." Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism.
Scientific Realism in Studies of Reading is directed to reading researchers, teacher educators, reading specialists, special educators, graduate students, and related education professionals in the disciplines of applied psycholinguistics and sociolinguistics, and is appropriate as a text for advanced courses in these areas.
Scientific Realism in Studies of Reading
Description
Table of Contents
Contents:D. Taylor, Foreword. Preface. Part I:The Study of Reading: From Data to Theory. Introduction to Chapter 1. K.S. Goodman, Miscue Analysis As Scientific Realism. Introduction to Chapter 2. E.J. Paulson, K.S. Goodman, Re-Reading Eye-Movement Research: Support for Transactional Models of Reading. Part II: Socio-linguistic and Systemic Functional Linguistic Studies of Reading. Introduction to Chapter 3. P.H. Fries, The Role of Redundancy in Reading. Introduction to Chapter 4. A.G. Obregon, Reimagining Literacy Competence: A Socio-Psycholinguistic View of Reading in Aphasia. Part III:Studies of Beginning Reading. Introduction to Chapter 5. P. Duckett, Seeing the Story for the Words: The Eye Movements of Beginning Readers. Introduction to Chapter 6. A. Ebe, What Eye Movement and Miscue Analysis Reveals About the Reading Process of Young Bilinguals. Part IV:Studies of Reading in Non-Alphabetic Orthographies. A. Syllabic Orthograpy. Introduction to Chapter 7. K.S. Goodman, The Reading Process in Arabic: Making Sense of Arabic Print. B. Ideographic Orthography. Introduction to Chapter 8. S. Wang, Y. Goodman, A Linguistic Description of Written Chinese and Its Cueing Systems. Introduction to Chapter 9. K. Kim, Y. Goodman, J. Xu, F. Gollasch, Chinese and English Readings of Embedded Anomalies in Written Texts. Introduction to Chapter 10. S. Wang, Y. Goodman, Making Sense of Written Chinese: A Study of L2 Chinese Readers' Miscues. Part V:Studies of Reading that Reconceptualize "Errors" and "Fluency". Introduction to Chapter 11. E.J. Paulson, Miscues and Eye Movements: Functions of Comprehension. Introduction to Chapter 12. A.D. Flurkey, Reading Flow.
Author Description
About Alan D. Flurkey
Alan D. Flurkey (Hofstra University, USA) (Edited by) , Eric J. Paulson (University of Cincinnati, USA) (Edited by) , Kenneth S. Goodman (University of Arizona, USA) (Edited by)