Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components

Suzanne M. Adlof, Ph.D., Assistant Professor, Department of Communication Sciences and Disorders, University of South Carolina, Williams Brice Building, 6th Floor, 1621 Greene Street, Columbia, SC 29208. Dr. Adlofa s research examines developmental relationships between oral and written language skills in typically developing children and children with language and reading difficulties. The overarching goals of this research program are to improve the early identification of language and reading difficulties and to develop effective treatments to improve academic outcomes. Katinka Beker, MSc., Brain and Education Lab, Department of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, the Netherlands. Ms. Beker works as a Ph.D. student under the supervision of Drs. Paul van den Broek and Linda van Leijenhorst in the Brain and Education Lab at the Department of Education and Child Studies at Leiden University and studies the development of cognitive processes that are involved in reading comprehension and learning from text. Sabrina L. Benedict, M.Ed., Peabody College of Education and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203. Ms. Benedict received a B.A. from Boston College and an M.Ed. in special education from the Peabody College of Education and Human Development, Vanderbilt University. As a graduate research assistant in Vanderbilta s Education and Brain Sciences Research Lab she implemented phonics interventions, helped develop a morphological reading assessment, and researched how it predicted decoding ability. She currently works as a special education high school teacher in Los Angeles. Allison Broadwater, B.A., Peabody College of Education and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203. Ms. Broadwater is currently pursuing her M.Ed. in child studies with a focus on cognitive development and education from the Peabody College of Education and Human Development, Vanderbilt University. She works as a research assistant in Vanderbilta s Education and Brain Sciences Research Lab, where she focuses on the behavioral assessment of reading ability in children. Scott S. Burns, M.S., Senior Research Imaging Specialist, Kennedy Center, Vanderbilt University, PMB 40, 230 Appleton Place Nashville, TN 37203-5721. Mr. Scott oversees the MRI side of the Education and Brain Science Research Lab (EBRL). He is interested in developing automated methods for processing MR data to reduce human error, increase reliability, and ultimately improve the science produced by the EBRL. Kate Cain, Ph.D., Reader, Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK. Dr. Caina s research focuses on the development of reading and listening comprehension in children and, in particular, how language skills, knowledge, and cognitive resources are related to reading and listening comprehension problems. Hugh W. Catts, Ph.D., Professor and Chair, Department of Speech-Language- Hearing, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045. Dr. Catts is the past president of the Society for the Scientific Study of Reading and is a member of the Scientific Advisory Board of the International Dyslexia Association. His research focuses on the relationship between language and reading development and disorders. James A. Clinton, M.S., Department of Psychology, Northern Illinois University, Psychology-Computer Science Building, Room 400, DeKalb, IL 60015. Mr. Clinton is a doctoral candidate in the Cognitive and Instructional Psychology program at Northern Illinois University under the guidance of Joseph P. Magliano. His research interests focus on comprehension processes that differ between narr"

This urgently needed research volume is the only cohesive, up-to-date compendium of knowledge about the behavioural, neurobiological, and genetic components of reading comprehension. More than 40 top researchers from multiple disciplines present the latest findings on comprehension, covering theory and science, effective instruction and intervention, and priorities for future research that will move the field forward.