Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components

Volume Editors: Brett Miller, Laurie E. Cutting, Peggy McCardle Ph.D., MPH

Format: Hardcover, 296 pages, 6.0 x 9.0
ISBN: 9781598572445
Price: $74.95

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What do we know about reading comprehension-and what do we need to know in order to improve it and help all students become confident readers? This urgently needed research volume is the only cohesive, up-to-date compendium of knowledge about the behavioral, neurobiological, and genetic components of reading comprehension. More than 40 top researchers from multiple disciplines present the latest findings on comprehension, addressing theory and science, effective instruction and intervention, and priorities for future research that will move the field forward.

  • the trajectory of reading skill development
  • causes of comprehension problems during reading
  • ideal characteristics of effective reading comprehension assessments
  • new analytic techniques that examine individual differences in comprehension skills
  • groundbreaking behavioral genetics studies examining reading comprehension
  • distinctions between oral comprehension and reading comprehension
  • how various text types interact with the cognitive and neurobiological profiles of children with varying comprehension abilities
  • interventions for diverse learners who struggle with comprehension
  • intensive interventions for adolescents with dyslexia


Review by: Donald Shankweiler, University of Connecticut and Haskins Laboratories, USA
“Represents a serious effort to stake out the territory and address the many challenges that must be met to reach [an] understanding of reading comprehension, its development, and disorders.”
Review by: Maria Mody, Assistant Professor of Radiology, Athinoula A. Martinos Center for Biomedical Imaging, Harvard Medical School
“A rich and in-depth treatment of reading comprehension, its component processes, and the consequences of a comprehension failure from multiple research perspectives of behavior, genetics, neuroimaging and modeling . . . all in a single volume.”
Review by: Elaine Silliman, Professor Emeritus, Department of Communication Sciences and Disorders, University of South Florida
“The editors assemble a stellar set of researchers from multiple disciplines to chart a contemporary path for the integrated understanding of reading comprehension . . . This work serves as a common language for meeting the scientific and instructional challenges of understanding reading comprehension in diverse learners.”
Review by: Virginia Berninger, Professor and Director of the NICHD-funded Center for OWLs
“Set[s] the gold standard for translational science of basic research into educational practice for reading comprehension.”

Table of Contents

About the Editors
About the Contributors
The Dyslexia Foundation and the Extraordinary Brain Series

I. Introduction
  1. Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension: An Introduction
    Laurie E. Cutting and Brett Miller
  2. Reflections on Transitions in the Field of Dyslexia: Learning from the Past to Benefit the Future
    Robin D. Morris
II. What Goes Wrong When Reading Comprehension Fails?
  1. Reading Comprehension and Reading Comprehension Problems: A Word-to-Text Integration Perspective
    Charles Perfetti, Joseph Z. Stafura, and Suzanne M. Adlof
  2. How Might Comprehension Deficits Be Explained by the Constraints of Text and Multilevel Discourse Processes?
    Art Graesser and Haiying
  3. Sources of Comprehension Problems During Reading
    Anne Helder, Paul van den Broek, Linda Van Leijenhorst, and Katinka Beker
  4. Reading Comprehension Difficulties in Struggling Readers
    Kate Cain
  5. Oral Language Disorders and Reading Comprehension Problems
    Hugh W. Catts
  6. Is Reading the Same as Viewing? An Exploration of the Similarities and Differences Between Processing Text- and Visually Based Narratives
    Joseph P. Magliano, Lester C. Loschky, James A. Clinton, and Adam M. Larson
  7. Integrative Summary 1: What Goes Wrong When Reading Comprehension Fails?
    Peggy McCardle
III. How Can Assessment and Statistical and Computational Modeling Help Us Understand Reading Comprehension?
  1. Rationale for a New Generation of Reading Comprehension Assessments
    John P. Sabatini and Tenaha OReilly .
  2. The Development of Eye-Movement Control and Reading Skill
    Erik D. Reichle
  3. Taking Models and Neuroimaging to Task: What Do We Know About How People Actually Read?
    Jason D. Zevin and Jianfeng Yang .
  4. What Can Be Learned About the Reading Comprehension of Poor Readers Through the Use of Advanced Statistical Modeling Techniques?
    Donald L.Compton, Amanda C. Miller, Jennifer K. Gilbert,and Laura M. Steacy
  5. Integrative Summary 2: Understanding Limitations of the Past to Facilitate Future Advances in ReadingComprehension Research
    Brett Miller
IV. The Neurobiology and Genetics of Readingand Reading Comprehension
  1. From Words to Text: Neurobiology and Behavioral Bases of Reading Comprehension
    Laurie E. Cutting, Sabrina L. Benedict, Allison Broadwater, Scott S. Burns, and Qiuyen Fan
  2. Neuroimaging Studies of Reading Disabilities: Toward Brain-Based Learning Models
    Kenneth R. Pugh, Stephen J. Frost, Nicole Landi,Jonathan L. Preston, W. Einar Mencl, andJay G. Rueckl
  3. The Proactive Comprehender: What Event-Related Potentials Tell Us About the Dynamicsof Reading Comprehension
    Gina R. Kuperberg .
  4. Relating Reading Comprehension to Languageand Broader Reading Skills: A BehavioralGenetics Approach
    Stephen A. Petrill
  5. What We Know (or Do Not Know) About theGenetics of Reading Comprehension and OtherReading-Related Processes
    Elena L. Grigorenko
  6. Integrative Summary 3: The Neurobiology andGenetics of Reading and Reading Comprehension
    Fumiko Hoeft and Chelsea Myers
V. Intervention: Addressing the Needs of Learners
  1. Intervening to Support Reading ComprehensionDevelopment with Diverse Learners
    Carol McDonald Connor
  2. Why Intensive Interventions Are Necessary forAdolescents with Dyslexia: Findings from3-Year Intervention and Future Research
    Sharon Vaughn and Michael Solis
  3. Integrative Summary 4: Intervention: Addressingthe Needs of Learners
    Heikki J. Lyytinen and Peggy McCardle
  4. Future Directions in Reading ComprehensionResearch
    Peggy McCardle, Laurie E. Cutting, and Brett Miller

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