Proust and the Squid: The Story and Science of the Reading Brain
By M. Billingsley. 2009
204 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience
View Paper: https://www.semanticscholar.org/paper/d53329d9a2cda43e2ec608c06a6b6a960eba695c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- Kate Nation
- I. Siraj‐Blatchford
- E. Norton
- Anne Castles
- Sam Wineburg
- Maryanne Wolf
- sarah mcgrew
- Kathleen Rastle
Citations in the corpus
- Links between early rhythm skills, musical training, and phonological awareness (2013, unknown): “…a variety of component skills in phonological awareness (defined below), semantics (word meanings, vocabulary), syntax (word order, grammar), morphology (meaning-bearing parts of words, such as ed and ing), letter and spelling pattern knowledge (orthography), and many other skills (Wolf, 2007).”
- Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018, background): “For example, Yeari (2017) found that adults who performed better on tasks that measure working memory span were better able to retain, reactivate, and inhibit textual and inferential information when reading.”
- Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “The tools that they begin with are quite modest communicative competences but increasingly they provide access to significant products of cultural achievement, such as the world of literature and texts (Wolf, 2007).”
- Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019, background): “Close reading is essential to any thoughtful curriculum (T. Shanahan, 2012; Wolf, 2007).”
- Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. (2012, background): “Word-specific orthographic processing begins around 150 msec and executive and attention processes at about 200 msec, with phonological processes between 150 and 300 msec, followed by semantic and comprehension processes (Wolf 2007).”