In the late 1960s, he applied the emerging concepts and experimental techniques of the new cognitive psychology to study children's reading. In 1974 he joined Haskins Laboratories, where he collaborated with Isabelle Liberman, Donald Shankweiler, and others in the Haskins program that studied the relationships between speech and reading, particularly the idea that phonological awareness of speech is instrumental in developing skilled reading. At the time, the prevailing method of teaching reading in the primary school grades was the whole word method. The Haskins Labs research spearheaded an educational reform that introduced a modern version of the phonics method of teaching reading, largely replacing the older approach (Liberman, I. Y. & Shankweiler, D. (1979). Speech, the alphabet and teaching to read. In L. B. Resnik & P. A. Weaver (Eds.), Theory and practice of early reading. Hillsdale, NJ: Erlbaum).
His early work studied the cognitive processes involved in reading English but soon was extended to include studies of reading in other alphabetic writing systems (French, Spanish, Turkish, Russian, Serbian, Hebrew, Korean) and a nonalphabetic system (Chinese). With R. Frost, he developed the Orthographic Depth Hypothesis to explain printed word reading. The ODH accounted for the cognitive processing balance between letter decoding and the processing of larger text clusters as a function of the degree of isomorphism between a writing system's letters and phonemes.
By the 1990s, he was a member of teams (led by Bennett and Sally Shaywitz at Yale and Ken Pugh at Yale and Haskins) that utilized brain-scan data from MRI, fMRI, and MRS to study reading. That work, together with the work of many other researchers, established the outlines of the brain's mechanisms involved in processing printed words. In addition to his research activity, he has been a resource consultant at UConn, Haskins, and various governmental and private research projects on issues of experimental design and statistical analysis.
Selected publicationsedit
Katz, L., & Wicklund, D. A. (1971). Word scanning rate for good and poor readers. Journal of Educational Psychology, 62, 138–140.
Katz, L., & Feldman, L. B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In A. Lesgold & C. Perfetti, Interactive Processes in reading. Hillsdale. NJ: Erlbaum.
Katz, L. & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In Frost, R. & Katz, L., (Eds.). Orthography, Phonology, Morphology, and Meaning, pp. 67–84. Amsterdam: Elsevier North Holland Press.
Katz, L. (2005). Dyslexia. In Philipp Skutch (Ed.), Encyclopedia of Linguistics. New York: Routledge,. 2 volumes. (ISBN1-57958-391-1.)
Katz, L., Lee, C.H., Tabor, W., Frost, S. J., Mencl, W. E., Sandak, R., Rueckl, J., & Pugh, K. R. (2005). Behavioral and Neurobiological Effects of Printed Word Repetition in Lexical Decision and Naming. Neuropsychologia. 43, 2068–2083.
Katz, L. (2011). The neurobiology of reading and writing. In P. C. Hogan (Ed.), The Cambridge Encyclopedia of the Language Sciences, 932–934. New York: The Cambridge University Press.
Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25, 1259–1282. doi:10.1007/s11145-011-9316-9 PMC 3383646
Braze, D., Katz, L., Magnuson, J. S., Mencl, W. E., Tabor, W., Van Dyke, J. A., Gong, T., Johns, C. L., & Shankweiler, D. P. (2016). Vocabulary does not complicate the Simple View of Reading. Reading and Writing, 29(3), 435–451. doi:10.1007/s11145-015-9608-6
leonard, katz, this, article, uses, bare, urls, which, uninformative, vulnerable, link, please, consider, converting, them, full, citations, ensure, article, remains, verifiable, maintains, consistent, citation, style, several, templates, tools, available, ass. This article uses bare URLs which are uninformative and vulnerable to link rot Please consider converting them to full citations to ensure the article remains verifiable and maintains a consistent citation style Several templates and tools are available to assist in formatting such as reFill documentation and Citation bot documentation September 2022 Learn how and when to remove this template message Leonard Katz 1938 2017 was an American experimental psychologist born in Boston Massachusetts He was a professor of psychology at the University of Connecticut 1965 2006 and then professor emeritus until 2017 He was a Fellow of the American Association for the Advancement of Science and the Association for Psychological Science 1 2 3 Contents 1 Education 2 Career 3 Selected publications 4 References 5 External linksEducation editB A and Ph D 1963 from the University of Massachusetts Amherst Postdoctoral training at Stanford University 1963 1965 Career editIn the late 1960s he applied the emerging concepts and experimental techniques of the new cognitive psychology to study children s reading In 1974 he joined Haskins Laboratories where he collaborated with Isabelle Liberman Donald Shankweiler and others in the Haskins program that studied the relationships between speech and reading particularly the idea that phonological awareness of speech is instrumental in developing skilled reading At the time the prevailing method of teaching reading in the primary school grades was the whole word method The Haskins Labs research spearheaded an educational reform that introduced a modern version of the phonics method of teaching reading largely replacing the older approach Liberman I Y amp Shankweiler D 1979 Speech the alphabet and teaching to read In L B Resnik amp P A Weaver Eds Theory and practice of early reading Hillsdale NJ Erlbaum His early work studied the cognitive processes involved in reading English but soon was extended to include studies of reading in other alphabetic writing systems French Spanish Turkish Russian Serbian Hebrew Korean and a nonalphabetic system Chinese With R Frost he developed the Orthographic Depth Hypothesis to explain printed word reading The ODH accounted for the cognitive processing balance between letter decoding and the processing of larger text clusters as a function of the degree of isomorphism between a writing system s letters and phonemes By the 1990s he was a member of teams led by Bennett and Sally Shaywitz at Yale and Ken Pugh at Yale and Haskins that utilized brain scan data from MRI fMRI and MRS to study reading That work together with the work of many other researchers established the outlines of the brain s mechanisms involved in processing printed words In addition to his research activity he has been a resource consultant at UConn Haskins and various governmental and private research projects on issues of experimental design and statistical analysis Selected publications editKatz L amp Wicklund D A 1971 Word scanning rate for good and poor readers Journal of Educational Psychology 62 138 140 Katz L amp Feldman L B 1981 Linguistic coding in word recognition Comparisons between a deep and a shallow orthography In A Lesgold amp C Perfetti Interactive Processes in reading Hillsdale NJ Erlbaum Katz L amp Frost R 1992 The reading process is different for different orthographies The orthographic depth hypothesis In Frost R amp Katz L Eds Orthography Phonology Morphology and Meaning pp 67 84 Amsterdam Elsevier North Holland Press Katz L 2005 Dyslexia In Philipp Skutch Ed Encyclopedia of Linguistics New York Routledge 2 volumes ISBN 1 57958 391 1 Katz L Lee C H Tabor W Frost S J Mencl W E Sandak R Rueckl J amp Pugh K R 2005 Behavioral and Neurobiological Effects of Printed Word Repetition in Lexical Decision and Naming Neuropsychologia 43 2068 2083 Katz L 2011 The neurobiology of reading and writing In P C Hogan Ed The Cambridge Encyclopedia of the Language Sciences 932 934 New York The Cambridge University Press Katz L Brancazio L Irwin J Katz S Magnuson J amp Whalen D 2012 What lexical decision and naming tell us about reading Reading and Writing 25 1259 1282 doi 10 1007 s11145 011 9316 9 PMC 3383646 Braze D Katz L Magnuson J S Mencl W E Tabor W Van Dyke J A Gong T Johns C L amp Shankweiler D P 2016 Vocabulary does not complicate the Simple View of Reading Reading and Writing 29 3 435 451 doi 10 1007 s11145 015 9608 6References edit http news uconn edu 1996 December rel96478 htm Leonard Katz Department of Psychological Sciences psych uconn edu Archived from the original on 2016 04 27 http www haskins yale edu staff katzl htmlExternal links editHaskins Laboratories University of Connecticut Psychology Department Retrieved from https en wikipedia org w index php title Leonard Katz amp oldid 1132910802, wikipedia, wiki, book, books, library,
