READING: LEARNING, WRITINGAND DISORDERS -- READING: LEARNING, WRITINGAND DISORDERS -- CONTENTS -- PREFACE -- Chapter 1EVENT-RELATED BRAIN POTENTIALS DURING AVISUAL CONTINUOUS PERFORMANCE TASK INGROUPS WITH READING DISORDER AND ATTENTIONDEFICIT/HYPERACTIVITY DISORDER. -- ABSTRACT -- INTRODUCTION -- Diagnostic Criteria and Epidemiology of Reading Disabilities andAttention-Deficit/Hyperactivity Disorder -- Event-Related Brain Potentials -- EVENT-RELATED BRAIN POTENTIALS IN READING DISORDERS -- EVENT-RELATED BRAIN POTENTIALS INATTENTION-DEFICIT/HYPERACTIVITY DISORDER -- COMPARISONS OF ERP FINDINGS OF RD, ADHD ANDCOMORBID GROUPS -- METHOD -- Subjects -- Procedure -- Recording -- DATA ANALYSIS -- Behavioral data -- ERP Data -- Latency -- Amplitude -- Statistical Analysis -- RESULTS -- Behavioral Results -- ERP Results -- Amplitude -- P300 amplitude -- Between Group Comparisons -- DISCUSSION AND CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 2READING AT RISK:A SURVEY OF LITERARY READING IN AMERICA* -- SUMMARY -- 10 KEY FINDINGS -- Conclusion -- INTRODUCTION -- Data Collection -- Literature vs. Books -- LITERATURE PARTICIPATION IN 2002 -- Number of Books Read -- Comparison of Literature Participation with Other Cultural and LeisureActivities -- Participation of Literary Readers in Other Cultural and Leisure Activities -- International Comparisons -- Summary of Literature Participation in 2002 -- FACTORS IN LITERARY READING -- Demographic and Geographic Factors in Literary Reading -- Age -- Ethnicity and Race -- Education -- Family Income -- Geographic Areas -- Employment and Occupation -- Parents Education Level -- Impact of Television -- Literacy -- Participation of Literary Readers in Other Cultural and Leisure Activities -- Demographic Characteristics of Frequent Readers -- Readers of Novels, Short Stories, Poetry, and Plays.

Listening to Live or Recorded Readings of Novels or Poetry -- Personal Creative Writing -- Summary of Factors in Literature Participation -- TRENDS IN LITERATURE PARTICIPATION, 1982-2002 -- Changes in Literature Participation -- Changes in Poetry Reading and Listening -- Changes in Personal Creative Writing -- Changes in Creative Writing Classes or Lessons -- Factors in the Changes in Literature Participation -- Gender -- Race and Ethnicity -- Education -- Age Groups -- Other Leisure Activities -- SUMMARY AND CONCLUSIONS -- Who Reads Literature? -- Factors in Literature Participation -- Participation in Other Arts Activities -- Trends in Literature Participation -- APPENDIX A -- Survey of Public Participation in the Arts Background and Methodology -- 1982 and 1985 Surveys of Public Participation in the Arts -- 1992 Survey of Public Participation in the Arts -- 1997 Survey of Public Participation in the Arts -- 2002 Survey of Public Participation in the Arts -- APPENDIX B -- Data Collection -- APPENDIX C -- Variables -- Mathematical and Statistical Considerations -- Equation 1 -- Equation 2 -- Equation 3 -- Multiple Logistic Regression Model to Predict Literary Reading in Adults -- Multiple Logistic Regression Model to Predict Reading of 12 or More BooksPer Year in 2002 ("Frequent"and "Avid"Readers) -- ENDNOTES -- REFERENCES -- Chapter 3ORAL READING PERFORMANCEIN A JAPANESE DYSLEXIC BOY -- ABSTRACT -- INTRODUCTION -- THE JAPANESE WRITING SYSTEM, LITERACY AND PROBLEMS -- A DYSLEXIC BOY'S ORAL READING PERFORMANCE:A PRELIMINARY ANALYSIS -- READING MATERIAL AND ANALYSIS -- PAUSES, REPETITION, AND MORA DURATION -- ELONGATION OF MORAS -- ORIGINS OF THE VARIABILITY OF MORA DURATIONS -- REPLICATION AND MORE FINDINGS -- MAJOR FINDINGS REPLICATED -- READING UNITS AND PAUSES -- COMBINING A PAUSE AND A REPEAT AS A STRATEGY -- LEARNING WHILE READING.

LEARNING BY REPEATING -- CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- APPENDIX -- Chapter 4EXAMINING THE MULTIDIMENSIONAL NATURE OFREADING FLUENCY -- ABSTRACT -- INTRODUCTION -- FLUENT READING ABILITY:CONSTRUCT DEFINITIONS AND MEASUREMENT -- THE DISTRIBUTION OF READING SKILL WITHIN THE POPULATION -- FLUENCY IN READING: EXPERIMENTAL ANDTHEORETICAL APPROACHES -- COMPONENT SKILLS MODEL OF FLUENT READING ABILITY -- PRIMARY COMPONENTS OF FLUENT READING -- FLUENCY AS AN EMERGENT CONCEPT -- AUTOMATICITY IN FLUENT READING -- NAMING SPEED -- READING RATE -- SPEED OF PROCESSING -- VISUAL AND AUDITORY MODALITIES DEFICITS:EMPIRICAL EVIDENCE -- CROSS MODAL INTEGRATION -- BRAIN IMAGING (FMRI) AND EVENT-RELATED POTENTIALS (ERPS)EXPERIMENTAL TECHNIQUES IN THE STUDY OF READING -- A NEW MODEL FOR READING FLUENCY: RAPID VISUALPROCESSING AND VISUAL ATTENTION ACTIVATION FOR FLUENTREADING ABILITY -- SUMMARY -- REFERENCES -- Chapter 5READING CASE STUDIES VS. WRITING THEM:HOW TO ENGAGE PRACTITIONER STUDENTS? -- ABSTRACT -- COURSE DESCRIPTION AND ORGANIZATION -- ADVANTAGES OF STORY TELLING -- DISADVANTAGES OF STORY-TELLING IN THE CLASSROOM -- KNOWLEDGE BUILDING AND STORIES -- CONCLUSION -- REFERENCES -- Chapter 6FMRI EVIDENCE FOR ACV98 CONNECTIONISTMODEL FOR READING OF MONO- ANDMULTI-SYLLABIC WORDS AND PSEUDO-WORDS -- ABSTRACT -- INTRODUCTION -- MATERIAL AND METHODS -- Subjects -- Stimuli and Procedure -- MR Acquisition -- Data Processing -- RESULTS -- A. Lexicality Effect -- B. Syllabic Length Effect -- DISCUSSION -- Lexicality Effect -- Syllabic Length Effect -- CONCLUSION -- REFERENCES -- Chapter 7THE COGNITIVE SELF-REGULATION APPROACHTO PRE-SECONDARY WRITING INSTRUCTION -- 1. ABSTRACT -- 2. INTRODUCTION -- 2.1. Planning -- 2.2. Revision -- 3. THE COGNITIVE SELF-REGULATION INSTRUCTION MODEL -- 4. THE EFFECTIVENESS OF CSRI -- 4.1. Sample and Design -- 4.2. Assessment.

4.3. Results -- 4.3. Results -- 5. PRACTICAL IMPLICATIONS FOR WRITING INSTRUCTION -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 8LITERACY LEARNING IN COMMUNITIES OFDISCOURSE: READING TO LEARN ANDWRITING TO COMMUNICATE -- ABSTRACT -- INTRODUCTION -- MOVING FROM THE OLD TO THE NEW -- FOSTERING COMMUNITIES OF LEARNERS (FCL) -- READING TO LEARN AND WRITING TO COMMUNICATE (RLWC) -- Course Curriculum -- A Model for Qualitative Assessment of Writing -- Self-Management Sheets -- EVALUATING THE SUCCESS OF THE PROGRAM -- The Intervention -- QUANTITATIVE DATA AND ANALYSES -- Reading -- Writing -- QUALITATIVE DATA AND ANALYSES -- CONCLUSION -- REFERENCES -- Chapter 9CHARACTERIZATION OF PHONOLOGICAL ABILITY,WORKING MEMORY, READING AND WRITINGIN LEARNING DIFFICULTIES* -- GENERAL CONSIDERATIONS ABOUT LEARNING DIFFICULTIES -- SPEED OF ACCESS TO LEXICON, PHONOLOGICAL PERFORMANCEAND ABILITY OF READING AND WRITING -- MATERIALS AND METHOD -- Subjects -- Procedures -- Statistical Analysis -- RESULTS -- Rapid Automatic Naming Test (RAN) [12] -- Test of Phonological Awareness [22] -- Reading and Writing Test [17] -- DISCUSSION -- CONCLUSION -- REFERENCES -- Chapter 10READING ERRORS IN YOUNG ADULTS WITH VERMISOR CEREBELLAR HEMISPHERIC LESIONS -- ABSTRACT -- SUBJECTS AND METHODS -- Patients Case History -- RESULTS -- DISCUSSION -- REFERENCES -- Chapter 11DESIGN OF THE ASSESSMENT OF LEARNEREXPERTISE IN READING -- MODEL OF EXPERTISE -- SCHEMA-BASED TASK PATTERN -- EVIDENCE -- INDEX.