Book Description:
Reading is the cognitive process of deriving meaning from written or printed text.It is a means of language acquisition, of communication, and of sharing information and ideas. Effective readers use decoding skills (to translate printed text into the sounds of language), use morpheme, semantics, syntax and context cues to identify the meaning of unknown words, activate prior knowledge (schemata theory), use comprehension, and demonstrate fluency during reading. Other types of reading may not be text-based, such as music notation or pictograms. By analogy, in computer science, reading is acquiring of data from some sort of computer storage.

This new book presents the latest research in the field.

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Table of Contents:
Preface

1. Event-Related Brain Potentials During a Visual Continuous Performance Task in Groups with Reading Disorder and Attention Deficit Hyperactivity Disorder
(Guillermina Yáñez, Jorge Bernal, Erzsebet Marosi, Neurosciences FES Iztacala, Universidad Nacional Autònoma de México, et al) (pp. 1-27)

2. Reading at Risk: A Survey of Literary Reading in America
(Rainer D. Ivanov, National Endowment for the Arts) (pp. 29-87)

3. Oral Reading Performance in a Japanese Dyslexic Boy
(Jun Yamada, Hiroshima University, Japan) (pp. 89-104)

4. Examining the Multidimensional Nature of Reading Fluency
(Anne-Marie Cooper, Sheila G. Crewther, Robin Laycock, La Trobe University, School of Psychological Science, Bundoora, Australia) (pp. 105-127)

5. Reading Case Studies vs. Writing Them: How to Engage Practitioner Students?
(Mohamad G. Alkadry, School of Public Administration, Florida Atlantic University, Ft Lauderdale Campus, Hugh T. Miller, School of Public Administration, Florida Atlantic University, North Palm Beach Campus, USA) (pp. 129-136)

6. FMEI Evidence for ACV98 Connectionist Model for Reading of Mono and Multi-Syllabic Words and Pseudo-Words
(Monica Baciu, Alexandra Juphard, Bernard Ans, Serge Carbonnel and Sylviane Valdois, Laboratoide de Psychologie et Neurocognition, Université Pierre Mendés-France) (pp. 137-153)

7. The Cognitive Self-Regulation Approach to Pre-secondary Writing Instruction
(Raquel Fidalgo, Univ. de Leon) (pp. 155-179)

8. Literacy Learning in Communities of Discourse: Reading to Learn and Writing to Communicate
(Miriam Alfassi, School of Education, Bar-Ilan University ISRAEL) (pp. 181-206)

9. Characterization of Phonological Ability, Working Memory, Reading and Writing in Learning Difficulties
(Simone Aparecida Capellini, Simone Cristina Lanza, Talita Laura Braz Capano Conrado, State University of Campinas, College of Medical Sciences, University City, Baron Geraldo, Campinas, SP-Brazil) (pp. 207-228)

10. Reading Errors in Young Adults with Vermis or Cerebellar Hemispheric Lesions
(Rita Moretti, Paola Torre, Rodolfo M. Antonello, Department of Internal Medicine and Clinical Neurology, UCO of Clinical Neurology, Cognitive Disturbances Section, University of Trieste) (pp. 229-241)

11. Design of the Assessment of Learner Expertise in Reading Model of Expertise
(Slava Kaluga) (pp. 243-248)

Index