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This book serves as a succinct resource on the cognitive
requirements of reading. It provides a coherent, overall view of
reading and learning to read, and does so in a relatively sparse
fashion that supports retention. The initial sections of the book
describe the cognitive structure of reading and the cognitive
foundation upon which that structure is built. This is followed by
discussions of how an understanding of these cognitive requirements
can be used in practice with standards, assessments, curriculum and
instruction, to advance the teaching of reading and the delivery of
interventions for students who encounter difficulties along the
way. The book focuses on reading in English as its exemplar, but
shows how its framework can be adapted to understand the broad
cognitive requirements for reading and learning to read in any
phonologically-based orthography. It provides a way for reading
professionals to think about reading and its development and gives
them mechanisms that, coupled with such understanding, will help
them link what children must know to become strong readers to what
teaching can best provide through the competent use of available
tools. In this way, the book will help reading professionals be
both efficient and effective in what they provide all their
students and be much better equipped to support those students who
struggle to learn to read.
This book serves as a succinct resource on the cognitive
requirements of reading. It provides a coherent, overall view of
reading and learning to read, and does so in a relatively sparse
fashion that supports retention. The initial sections of the book
describe the cognitive structure of reading and the cognitive
foundation upon which that structure is built. This is followed by
discussions of how an understanding of these cognitive requirements
can be used in practice with standards, assessments, curriculum and
instruction, to advance the teaching of reading and the delivery of
interventions for students who encounter difficulties along the
way. The book focuses on reading in English as its exemplar, but
shows how its framework can be adapted to understand the broad
cognitive requirements for reading and learning to read in any
phonologically-based orthography. It provides a way for reading
professionals to think about reading and its development and gives
them mechanisms that, coupled with such understanding, will help
them link what children must know to become strong readers to what
teaching can best provide through the competent use of available
tools. In this way, the book will help reading professionals be
both efficient and effective in what they provide all their
students and be much better equipped to support those students who
struggle to learn to read.
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