The Oxford Handbook Of Reading

Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.

This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will contunue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.

The Oxford Handbook of Publishing marks the coming of age of the scholarship in publishing studies with a comprehensive exploration of current research on subjects such as copyright, corporate social responsibility, globalizing markets, and changing technology that have transformed the industry in recent years.

The Oxford Handbook of Children's Literature is an ambitious new resource that provides a thorough grounding in the field through a selection of original interdisciplinary essays on canonical and popular works in the Anglo American tradition. Twenty-six essays by top scholars from varied disciplines address theoretical, historical, sociological, and critical issues through analyses of classic novels such as Alice's Adventures in Wonderland, Anne of Green Gables, and The Swiss Family Robinson; early educational and religious works such as The New England Primer and Froggy's Little Brother; picture books, comics and graphic novels such as Millions of Cats, Peanuts and American Born Chinese; early readers, including The Cat in the Hat and the Frog and Toad books; newer children's classics such as Roll of Thunder, Hear My Cry and Are You There, God? It's Me, Margaret, the Harry Potter series and His Dark Materials trilogy; and works of poetry and drama, including The Dream Keeper and Peter Pan. Other media such as the classic album Free to Be .. You and Me and the generation-defining cartoon film Dumbo are also addressed. An editors' introduction sets the stage by reviewing the field's history, foundational scholarship, and current critical trends. The handbook is geared toward graduate students, advanced undergraduates, and scholars new to the study of children's literature, as well as teachers, librarians and others wishing to immerse themselves in the most vital new research in this vibrant and growing field.

"[A] monumental editorial enterprise....It is to be commended and used widely and wisely."---ESL Magazine --

Featuring roughly sixty specially commissioned essays by an international cast of leading rhetoric experts from North America, Europe, and Great Britain, the Handbook will offer readers a comprehensive topical and historical survey of the theory and practice of rhetoric from ancient Greece and Rome through the Middle Ages and Enlightenment up to the present day.

This title considers how the architecture that enables human cognitive processing interacts with cultural and historical contexts. Organised into five parts (Narrative, History, and Imagination; Emotions and Empathy; The New Unconscious; Empirical and Qualitative Studies of Literature; and Cognitive Theory and Literary Experience), the volume considers case studies from a wide range of historical periods and national literary traditions.

The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.