Editorial Reading and Writing (2005) 18:iii–vi  Springer 2005 DOI 10.1007/s11145-005-4721-6 JANE OAKHILL Experimental Psychology, School of Life Sciences, University of Sussex, East Sussex, UK Reading requires the ability to both decode words and to comprehend, and neither of these processes alone will constitute reading. The meaning of a text cannot be apprehended unless the words have been decoded but, on the other hand, decoding the words is not sufficient for understanding. Over the past few decades a vast amount of research has gone into trying to understand how children read words, the factors that limit their development, and the ways in which deficient word reading can be improved. In contrast, relatively little research has been directed to understanding the variables that influence the development of reading comprehension, or the problems of children or adults who have com- prehension difficulties. This Special Issue of Reading and Writing will focus on reading com- prehension: factors that influence its development, variables that differ- entiate between good and poor comprehenders, and aspects of the text or the task that influence comprehension. Part 1 will focus on children in mainstream education. Within such populations, some children have adequate word-level reading skills, but nevertheless have http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals


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Kluwer Academic Publishers
Copyright © 2005 by Springer
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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  • Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming
    Nation, K.; Snowling, M. J.

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