Language at the speed of sight : how we read, why so many can't, and what can be done about it / Mark Seidenberg.
"In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds."-from Amazon
Record details
- ISBN: 0465019323
- ISBN: 9780465019328
- Physical Description: vii, 374 pages : illustrations ; 25 cm
- Publisher: New York : Basic Books, [2017]
Content descriptions
- Bibliography, etc. Note:
- Includes bibliographical references (pages 343-361) and index.
- Formatted Contents Note:
- Reading, Writing, and Speech -- Chapter 1 Problem and the Paradox 3 -- Chapter 2 Visible Language 15 -- Chapter 3 Writing: Its All Mesopotamian Cuneiform to Me 31 -- How We Read -- Chapter 4 Eyes Have It 59 -- Chapter 5 F u cn rd ths, u cn gt a gd jb n rdng rsch 85 -- Chapter 6 Becoming a Reader 101 -- Chapter 7 Reading: The Eternal Triangle 123 -- Chapter 8 Dyslexia and Its Discontents 149 -- Chapter 9 Brain Bases of Reading 187 -- Educational Challenges -- Chapter 10 How Well Does America Read? 217 -- Chapter 11 Two Cultures of Science and Education 247 -- Chapter 12 Reading the Future 283.
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Available copies
- 7 of 7 copies available at NC Cardinal. (Show)
- 1 of 1 copy available at McDowell County Public Library.
Holds
- 1 current hold with 7 total copies.
Show All Copies
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Marion Library | 428.407 SEI (Text) | 37810435296537 | Adult Nonfiction | Available | - |
Accessibility Features
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| 100 | 1 | . | ‡aSeidenberg, Mark S., ‡eauthor. ‡0(CARDINAL)729804 |
| 245 | 1 | 0. | ‡aLanguage at the speed of sight : ‡bhow we read, why so many can't, and what can be done about it / ‡cMark Seidenberg. |
| 264 | 1. | ‡aNew York : ‡bBasic Books, ‡c[2017] | |
| 300 | . | ‡avii, 374 pages : ‡billustrations ; ‡c25 cm | |
| 336 | . | ‡atext ‡btxt ‡2rdacontent | |
| 337 | . | ‡aunmediated ‡bn ‡2rdamedia | |
| 338 | . | ‡avolume ‡bnc ‡2rdacarrier | |
| 504 | . | ‡aIncludes bibliographical references (pages 343-361) and index. | |
| 505 | 0 | 0. | ‡tReading, Writing, and Speech -- ‡gChapter 1 ‡tProblem and the Paradox ‡g3 -- ‡gChapter 2 ‡tVisible Language ‡g15 -- ‡gChapter 3 ‡tWriting: Its All Mesopotamian Cuneiform to Me ‡g31 -- ‡tHow We Read -- ‡gChapter 4 ‡tEyes Have It ‡g59 -- ‡gChapter 5 ‡tF u cn rd ths, u cn gt a gd jb n rdng rsch ‡g85 -- ‡gChapter 6 ‡tBecoming a Reader ‡g101 -- ‡gChapter 7 ‡tReading: The Eternal Triangle ‡g123 -- ‡gChapter 8 ‡tDyslexia and Its Discontents ‡g149 -- ‡gChapter 9 ‡tBrain Bases of Reading ‡g187 -- ‡tEducational Challenges -- ‡gChapter 10 ‡tHow Well Does America Read? ‡g217 -- ‡gChapter 11 ‡tTwo Cultures of Science and Education ‡g247 -- ‡gChapter 12 ‡tReading the Future ‡g283. |
| 520 | . | ‡a"In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds."-from Amazon | |
| 650 | 0. | ‡aCognition disorders. ‡0(CARDINAL)234188 | |
| 650 | 0. | ‡aLanguage experience approach in education. ‡0(CARDINAL)260470 | |
| 650 | 0. | ‡aPsycholinguistics. ‡0(CARDINAL)342263 | |
| 650 | 0. | ‡aReading (Higher education) ‡0(CARDINAL)251369 | |
| 902 | . | ‡aMARCIVE 201809 | |
| 902 | . | ‡aMARCIVE 201909 | |
| 902 | . | ‡aMARCIVE 201912 | |
| 901 | . | ‡a10304568 ‡b ‡c10304568 ‡tbiblio | |
