Abstract
The study of reading has seen progress in two important directions: the first, while research on reading has historically focused on accuracy in reading, fluency in reading is now recognized as an additional important factor defining reading ability. Breznitz in her works has even put forward the idea that fluency lies at the core of reading disability and its manifestation. The second, considerable body of evidence has been accumulated to indicate that while there are many common aspects to the reading of different orthographies, there are also some important orthographic-specific aspects. This introduction refers to this progress in the understanding of reading, and introduces the chapters of this volume. These chapters present recent advances in the study of the cognitive and neurocognitive basis of fluent reading and of intervention programs addressing this aspect of reading, while taking into account evidence from readers of different orthographies.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ: Routledge.
Frost, R. (2005). Orthographic systems and skilled word recognition processes in reading. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 272–295). Malden, MA: Blackwell Publishing.
Hudson, R., Mercer, C. D., & Lane, H. (2000). Exploring reading fluency: A paradigmatic overview.Unpublished manuscript, University of Florida, Gainesville.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading and Writing Quarterly, 25, 4–32.
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 67–84). Amsterdam, The Netherlands: Elsevier.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading a definition of dyslexia. Annals of Dyslexia, 53, 1–14.
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306. doi:10.1007/s11881-999-0027-8.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Perfetti, C. A. (1985). Reading ability. New York: Oxford Press.
Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177–186.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.
Share, D. L. (2008). On the anglocentricities of current reading research and practice: The perils of over reliance on an “outlier” orthography. Psychological Bulletin, 134, 584–615.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied PsychoLinguistics, 14, 1–33.
Wolf, M., Bowers, P., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387–407.
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211–239.
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross- language investigation. Psychological Science, 21, 551–559.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Bar-Kochva, I., Khateb, A., Joshi, R.M. (2016). Introduction. In: Khateb, A., Bar-Kochva, I. (eds) Reading Fluency. Literacy Studies, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-30478-6_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-30478-6_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-30476-2
Online ISBN: 978-3-319-30478-6
eBook Packages: EducationEducation (R0)