Cornelissen and Singleton bring together 10 papers that consider the role that vision plays in learning to read. They address questions about constraints that the visual system and eye movement control have on visual word recognition, the role of the left and right visual field, what information the brain computes when reading, and the contribution of the visual system towards reading disability, specifically dyslexia. The papers are by UK, US, and Australian scholars of psychology, speech-language pathology, optometry, language and literacy, and linguistics. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
This collection of essays examines how our visual and language systems interact in relationship to reading.
- Addresses four important questions concerning the role of vision in reading
- Presents recent findings from neuroimaging literature along with important recent work concerning how letters and letter strings are processed
- Investigates what constraints the visual system and eye movement control set on visual word recognition
- Discusses the role of the left and right visual field, together with the right and left hemispheres in visual word recognition
- Evaluates what information the brain computes when we read a word questions the contribution of the visual system on reading disability
| Notes on Contributors |
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| Preface |
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Visual constraints in written word recognition: evidence from the optimal viewing-position effect |
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1 | (12) |
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Pre-schoolers, print and storybooks: an observational study using eye movement analysis |
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13 | (16) |
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Hemispheric division of labour in reading |
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29 | (14) |
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Dissociations between serial position and number of letters effects in lateralised visual word recognition |
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43 | (16) |
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Letter-position encoding and dyslexia |
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59 | (28) |
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The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition |
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87 | (18) |
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Integration of the visual and auditory networks in dyslexia: a theoretical perspective |
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105 | (12) |
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The effect of print size on reading speed in dyslexia |
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117 | (18) |
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The relationship between dyslexia and Meares-Irlen Syndrome |
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135 | (16) |
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Visual stress in adults with and without dyslexia |
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151 | (14) |
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| Index |
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165 | |
Piers L. Cornelissen is a Reader in Psychology at the University of York, UK. As an undergraduate he studied medicine at Worcester College, Oxford, UK, continuing his clinical training at St Thomass Hospital in London. He studied for a D.Phil. with Professor John Stein at the University Laboratory of Physiology, Oxford, funded by the Wellcome Trust. After three years as a McDonnell-Pew postdoctoral Fellow, he moved to Newcastle upon Tyne to take up a lectureship, and most recently to the University of York as a Reader. The main thrust of his research is to understand the neural basis of reading using a combination of psychophysical and neuroimaging techniques (MEG and fMRI). Chris Singleton is a Chartered Psychologist and Senior Lecturer in Educational Psychology at the University of Hull. His main research and professional interests are in the development of literacy and the identification and education of children and adults with dyslexia and other learning problems. He is internationally known for pioneering research that resulted in the development of computer-based systems for screening and assessment of dyslexia, visual stress and other cognitive difficulties, now widely used in schools, colleges and universities in the UK and elsewhere in the world. Dr Singleton is an editor of the Journal of Research in Reading and was chair of the National Working Party on Dyslexia in Higher Education.
