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Can we read letters? = reflections o...

Tonnessen, Finn Egil.

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Can we read letters? = reflections on fundamental issues in reading and dyslexia research /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Can we read letters?/ by Finn Egil Tonnessen, Per Henning Uppstad.
Reminder of title:	reflections on fundamental issues in reading and dyslexia research /
Author:	Tonnessen, Finn Egil.
other author:	Uppstad, Per Henning.
Published:	Rotterdam :SensePublishers : : 2015.,
Description:	xvi, 132 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Dyslexia. -
Online resource:	http://dx.doi.org/10.1007/978-94-6209-956-2
ISBN:	9789462099562 (electronic bk.)

Can we read letters? = reflections on fundamental issues in reading and dyslexia research /
Tonnessen, Finn Egil.

Can we read letters?reflections on fundamental issues in reading and dyslexia research /[electronic resource] :by Finn Egil Tonnessen, Per Henning Uppstad. - Rotterdam :SensePublishers :2015. - xvi, 132 p. :ill., digital ;24 cm.

"In their new book, Finn Egil Tonnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway." - Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism - in part by focusing on the concept of 'skill'. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the 'balanced approach to reading instruction', 'reading fluency' and other key concepts. The book also deals with problems in the definition of 'dyslexia' and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tonnessen at the National Centre for Reading Education and Research, Stavanger, Norway.

ISBN: 9789462099562 (electronic bk.)

Standard No.: 10.1007/978-94-6209-956-2doiSubjects--Topical Terms:

529920
Dyslexia.

LC Class. No.: LB1050.5

Dewey Class. No.: 371.9144

Can we read letters? = reflections on fundamental issues in reading and dyslexia research /
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100 1 $a Tonnessen, Finn Egil. $3 2134830
245 1 0 $a Can we read letters? $h [electronic resource] : $b reflections on fundamental issues in reading and dyslexia research / $c by Finn Egil Tonnessen, Per Henning Uppstad.
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300 $a xvi, 132 p. : $b ill., digital ; $c 24 cm.
520 $a "In their new book, Finn Egil Tonnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway." - Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism - in part by focusing on the concept of 'skill'. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the 'balanced approach to reading instruction', 'reading fluency' and other key concepts. The book also deals with problems in the definition of 'dyslexia' and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tonnessen at the National Centre for Reading Education and Research, Stavanger, Norway.
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