Пруст и кальмар. Нейробиология чтения - Марианна Вулф

4. С чего начинается (или не начинается) развитие способности чтения

1. J. M. Barrie (1904). Peter Pan. New York: Scribner. P. 36.

2. K. Chukovsky and M. Morton (1963). From Two to Five. Berkeley: University of California Press. P. 7.

3. C. Chomsky (1972). Stages in Language Development and Reading Exposure // Harvard Educational Review, 42. P. 1–33; C. Snow, P. Griffen, and M. S. Burns (eds.) (2005). Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. San Francisco, Calif.: Jossey-Bass; G. J. Whitehurst and C. J. Lonigan (2001). Emergent Literacy: Development from Prereaders to Readers // Handbook of Early Literacy Research. S. B. Neuman and D. K. Dickinson (eds.). New York: Guilford. P. 11–29.

4. P. McCardle, J. Cooper, G. Houle, N. Karp, and D. Paul Brown (2001). Emergent and Early Literacy: Current Status and Research Directions // Learning Disabilities Research and Practice, 16 (4). (Special issue.) См. также: E. D. Hirsch (2003). Reading Comprehension Requires Knowledge of the Words and the World // American Educator, 27 (10,12). P. 1316–1322, 1328–1329, 1348; S. Neuman (2001). The Role of Knowledge in Early Literacy // Reading Research Quarterly, 36. P. 468–475.

5. T. Field (2000). Touch Therapy. New York: Churchill Livingstone.

6. M. W. Brown (1947). Goodnight Moon. New York: Harper and Row.

7. D. Dickinson, M. Wolf, and S. Stotsky (1992). Words Move: The Interwoven Development of Oral and Written Language in the School Years // The Development of Language. J. B. Gleason (ed.). 3rd ed. New York: Macmillan; R. New (2001). Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm // Handbook of Early Literacy. S. B. Neuman and D. P. Dickinson. New York: Guilford. P. 245–263; P. McCardle and V. Chhabra (2004). The Voice of Evidence in Reading Research. Baltimore, Md.: Brookes.

8. N. Ostler (2005). Empires of the Word: A Language History of the World. New York: HarperCollins.

9. D. M. Pease, J. B. Gleason, and B. A. Pan (1993). Learning the Meaning of Words: Semantic Development and Beyond // The Development of Language. J. B. Gleason (ed.). 3rd ed. New York: Macmillan.

10. J. Frijters, R. Barron, and M. Brunello (2000). Child Interest and Home Literacy as Sources of Literacy Experience: Direct and Mediated Influences on Letter Name and Sounds Knowledge and Oral Vocabulary // Journal of Educational Psychology, 92 (3). P. 466–477; G. J. Whitehurst and C. J. Lonigan (1998). Child Development and Emergent Literacy // Child Development, 69 (3). P. 848–872.

11. S. Carey (2004). Bootstrapping and the Origin of Concepts // Daedalus, 133. P. 59–68.

12. K. Chukovsky and M. Morton (1963). From Two to Five. Berkeley: University of California Press.

13. S. Brady (1991). The Role of Working Memory in Reading Disability // Phonological Processes in Literacy: A Tribute to Isabelle Liberman. S. Brady and D. Shankweiler (eds.). Hillsdale, N.J.: Lawrence Erlbaum. P. 129–152.

14. J. Anglin (1993). Vocabulary Development: A morphological analysis // Monographs of the Society for Research in Child Development, 58 (10). P. 1–166.

15. A. Charity, H. Scarborough, and P. Griffin (2003). Familiarity with School English in African-American Children and Its Relation to Reading Achievement // Child Development, 75. P. 1340–1356.

16. J. Berko (1958). The Child’s Learning of English Morphology // Word, 14. P. 150–177; R. Brown (1973). A First Language: The Early Stages. Cambridge, Mass.: Harvard University Press; J. G. Devilliers and P. A. Devilliers (1973). A Cross-Sectional Study of the Acquisition of Grammatical Morphemes in Child Speech // Journal of Psycholinguistic Research, 2. P. 267–278.

17. C. Gidney (2002). The Child as Communicator // Tufts Faculty of the Eliot Pearson Department of Child Development, Pro-Active Parenting. New York: Berkley. P. 241–265; A. S. Ninio and C. E. Snow (1996). Pragmatic Development. Boulder, Colo.: Westview.

18. J. Piaget (1926). The Language and Thought of the Child. London: Routledge and Kegan Paul.

19. P. C. Fletcher, F. Happe, U. Frith, S. C. Baker, R. J. Dolan, R. S. Frackowiak, and C. D. Frith (1995, Nov.). Other Minds in the Brain: A Functional Imaging Study of ‘Theory of Mind’ in Story Comprehension // Cognition, 57(2). P. 109–128; M. D. Hauser and E. Spelke (2004). Evolutionary and Developmental Foundations of Human Knowledge // The Cognitive Neurosciences. M. Gazzaniga (ed.). Cambridge, Mass.: MIT Press. Vol. 3; S. Baron-Cohen, H. Tager-Flusberg, and D. Cohen (eds.) (2000). Understanding Other Minds. 2nd ed. Oxford: Oxford University Press.

20. A. Lobel (1970). Frog and Toad Are Friends. New York: HarperCollins.

21. J. Marshall (1972). George and Martha. New York: Houghton Mifflin.

22. C. Pappas and E. Brown (1987). Learning to Read by Reading: Learning How to Extend the Functional Potential of Language // Research on the Teaching of English, 21 (2). P. 160–177; V. Purcell-Gates, E. McIntyre, and P. Freppon (1995). Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole-Language Classrooms // American Educational Research Journal, 32 (3). P. 659–685.

23. A. Biemiller (1977). Relationship between Oral Reading Rate for Letters, Words, and Simple Text in the Development of Reading Achievement // Reading Research Quarterly, 13. P. 223–253; A. Biemiller (1999). Language and Reading Success. Cambridge, Mass.: Brookline; J. B. Gleason (ed.) (1993). The Development of Language. 3rd ed. New York: Macmillan.

24. Anglin. Vocabulary Development: A Morphological Analysis.

25. C. Peterson and A. McCabe (1991). On the Threshold of the Story Realm: Semantic versus Pragmatic Use of Connectives in Narratives // Merrill-Palmer Quarterly, 37 (3). P. 445–464.

26. V. Purcell-Gates (1986). Three Levels of Understanding about Written Language Acquired by Young Children Prior to Formal Instruction // Solving Problems in Literacy. J. Niles and R. Lalik (eds.). Rochester, N.Y.: National Reading Conference; V. Purcell-Gates (1988). Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second-Graders // Research in the Teaching of English, 22 (2). P. 128–160.

27. A. Charity, H. Scarborough, and Griffin P. (2003). Familiarity with School English in African-American Children and Its Relation to Reading Achievement; H. Scarborough, W. Dobrich, and M. Hager (1991). Preschool Literacy Experiences and Later Reading Achievement // Journal of Learning Disabilities, 24 (8). P. 508–511.