Марианна Вулф - Пруст и кальмар. Нейробиология чтения

39. J. A. Church, S. E. Petersen , and B. L. Schlagger (2006). Regions Showing Developmental Effects in Reading Studies Show Length and Lexicality Effects in Adults. Представлено Обществу нейробиологии.

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48. M. Henry (2003). Unlocking Literacy: Effective Decoding and Spelling Instruction. Baltimore, Md.: Brookes.

49. V. Mann and M. Singson (2003). Linking Morphological Knowledge to English Decoding Ability: Large Effects of Little Suffixes // Reading Complex Words: Cross-Language Studies // E. M. H. Assink and D. Sandra (eds.). New York: Kluwer. P. 1–25; E. D. Reichle and C. A. Perfetti (2003). Morphology in Word Identification: A Word Experience Model That Accounts for Morpheme Frequency Effects // Scientific Studies of Reading, 7. P. 219–237.

50. G. Greene (1969). The Lost Childhood and Other Essays. New York: Viking. P. 13.

51. M. Wolf and T. Katzir-Cohen (2001). Reading Fluency and Its Intervention // Scientific Studies of Reading, 5. P. 211–238. (Special Issue.) Вместе с моей бывшей студенткой, а теперь коллегой в Университете Хайфы, Тами Кацир, я предложила новое определение беглости, которое может служить в своем роде конспектом происходящих изменений на ранних этапах чтения. Вначале беглость чтения – продукт первоначального развития точности и последующего развития автоматизма в базовых сублексических и лексических процессах и их интеграции в чтение отдельного слова и связного текста. В числе этих процессов – перцептивные, фонологические, орфографические и морфологические на уровне буквы, буквосочетания и слова, а также семантические и синтаксические на уровне слова и уровне связного текста. После того как эти функции развились полностью, понятие беглости чтения уже относится к уровню точности и скорости, при которых декодирование относительно незатрудненное, устное чтение – гладкое и точное, с правильной просодией, а внимание может быть направлено на понимание.

52. M. Meyer and R. Felton (1999). Repeated Reading to Enhance Fluency: Old Approaches and New Directions // Annals of Dyslexia, 49. P. 83–306; R. Allington (1982). Fluency: The Neglected Reading Goal // Reading Teacher, 36(6). P. 556–561.

53. L. Cutting and H. Scarborough (2005). Prediction of Reading Comprehension: Relative Contribution of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured // Scientific Studies of Reading, 10 (3). P. 277–299.

54. A. Baddeley (1986). Working Memory, Oxford: Clarendon.

55. Обратите внимание, что в некоторых случаях мы добрались до осознания этой взаимосвязи благодаря изучению детей с затруднениями понимания. См., например, следующие исследования: K. Nation and M. Snowling (1998). Semantic processing and the development of word recognition skills: Evidence from children with reading comprehension difficulties // Journal of Memory and Language, 39. P. 85–101; J. Oakhill and N. Yuill (1996). Higher Order Factors in Comprehension Disability: Processes and Remediation // Reading Comprehension Difficulties: Processes and Intervention. C. Cornaldi and J. Oakhill (eds.). Mahwah, N.J.: Erlbaum; D. Shankweiler and S. Crain (1986). Language Mechanisms and Reading Disorder: A Modular Approach // Cognition, 24 (1–2). P. 139–168; L. Swanson and J. Alexander (1997). Cognitive Processes as Predictors of Word Recognition and Reading Comprehension in Learning-disabled and Skilled Readers: Revisiting the Specificity Hypothesis // Journal of Educational Psychology, 89 (1). P. 128–158.

56. J. Bruner (1973). Beyond the Information Given. New York: Norton.

57. M. Lovett, S. Borden, T. DeLuca, L. Lacerenza, N. Benson , and D. Brackstone (1994). Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer-of-Learning Following Phonologically-and-Strategy-Based Reading Training Programs // Developmental Psychology, 30 (6). P. 805–822; M. Lovett (2000). Remediating the Core Deficits of Developmental Reading Disability: A Double-Deficit Perspective // Journal of Learning Disabilities, 33 (4). P. 334–358.

58. E. Bowen (1950). Out of a Book // Collected Impressions. New York: Knopf. P. 267.

1. E. Bowen (1950). Out of a Book // Collected Impressions. New York: Knopf. P. 267.

2. T. Deeney, M. Wolf , and A. O’Rourke (1999). I Like To Take My Own Sweet Time: Case Study of a Child with Naming-Speed Deficits and Reading Disabilities // Journal of Special Education, 35 (3). P. 145–155.

3. Ibid.

4. P. McCardle (2001). Emergent and Early Literacy: Current Status and Research Directions // Learning Disabilities Research and Practice, 16 (4). (Special Issue.)

5. National Center for Education Statistics, NCES. The Nation’s Report Card: National Assessment of Educational Progress. Washington, D.C.: U. S. Department of Education (разные годы); National Institute of Child Health and Human Development, NICHD (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Reports of the Subgroups. (NIH Publication No.00–4754.) Washington, D.C.: U. S. Government Printing Office.

6. L. S. Schwartz (1992). The Confessions of a Reader // Reading in Bed. S. Gilbar, Jaffrey. N.H.: Godine. P. 61.

7. E. Winner (1988). The Point of Words: Children’s Understanding of Metaphor and Irony. Cambridge, Mass.: Harvard University Press.

8. M. Twain (1965). The Adventures of Huckleberry Finn. New York: Harper and Row. P. 81–82.

9. R. Vacca (2002). From Efficient Decoders to Strategic Readers // Reading and Writing in the Content Area, 60 (3). P. 6–11.

10. M. Pressley (2002). Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford.

11. См. рекомендации: A. S. Palincsar and A. L. Brown (1984). ʻReciprocal Teachingʼ of Comprehension-Fostering and Comprehension-Monitoring Activities // Cognition and Instruction 1. P. 117–175; A. S. Palincsar and L. R. Herrenkohl (2002). Designing Collaborative Learning Contexts // Theory into Practice, 41 (1). P. 26–32; National Reading Council (2003). Strategic Education Research Partnership. Washington, D.C.: National Academies Press.

12. C. R. Zafon (2001). The Shadow of the Wind, trans. Lucia Graves. New York: Penguin. P. 5–6.

13. D. Rose (2008). Learning in a Digital Age // Building Usable Knowledge in Mind, Brain, and Education. K. Fischer and T. Katzir (eds.). Cambridge: Cambridge University Press.

14. R. Sandak et al. (2004). The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions // Scientific Studies of Reading, 8 (3). P. 273–292; B. A. Shaywitz et al. (2002). Disruption of Posterior Brain Systems for Reading in Children with Developmental Dyslexia // Biological Psychiatry, 52. P. 101–110; P. E. Turkeltaub, L. Gareau, D. L. Flowers, T. A. Zettiro , and G. F. Eden (2003). Development of Neural Mechanisms for reading // Nature Neuroscience, 6. P. 767–773.

15. E. B. Huey (1908). The Psychology and Pedagogy of Reading. Cambridge, Mass.: MIT Press. P. 6.

16. M. I. Posner and B. D. McCandliss (1999). Brain Circuitry during Reading // Converging Methods for Understanding Reading and Dyslexia. R. M. Klein and P. A. McMullen (eds.). Cambridge, Mass.: MIT Press. P. 305–337 (особенно см.: P. 316); M. I. Posner and A. Pavese (1998). Anatomy of Word and Sentence Meaning // Proceedings of the National Academy of Sciences, 95. P. 899–905.

17. M. Posner and M. Raichle (1994). Images of Mind. New York: Scientific American Library. Доступное описание когнитивной и нейроанатомической основы чтения см.: V. Berninger and T. Richards (2002). Brain Literacy for Educators and Psychologists. San Diego, Calif.: Academic Press. См. также раннюю работу: V. Berninger (1994). Reading and Writing Acquisition. Madison, Wisc.: Brown & Benchmark.

18. A. Baddeley (1986). Working Memory. Oxford: Oxford University Press; P. A. Carpenter, M. A. Just , and E. D. Reichle (2000). Working Memory and Executive Function: Evidence from Neuroimaging // Current Opinion in Neurobiology, 102. P. 195–199; G. R. Lyon and N. A. Krasnegor (eds.) (1996). Attention, Memory, and Executive Function. Baltimore, Md.: Brookes; D. L. Schacter (1993). Understanding Implicit Memory: A Cognitive Neuroscience Approach // A. F. Collins, S. E. Gathercole, M. A. Conway, and P. E. Morris (eds.). Theories of Memory. Hillsdale, N.J.: Lawrence Erlbaum; D. Schacter (1996). Searching for Memory: The Brain, the Mind, and the Past. New York: Basic Books; D. Schacter (2001). The Seven Sins of Memory: How the Mind Forgets and Remembers. Boston, Mass.: Houghton Mifflin.

19. E. Tulving (1986). Episodic and Semantic Memory: Where Should We Go from Here? // Behavioral and Brain Sciences, 9 (3). P. 573–577.