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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.
First published in 1986, this authoritative book contains a
selection of original, research based, reports of studies conducted
in Australia and New Zealand in the field of Child Development. The
topics have been arranged into four major sections - cognitive
issues in development, language and reading development, perpetual
motor development and social aspects of development. Both pure and
applied research issues are presented, and the chapters cover child
development from infancy to adolescence. The book's special
strength lies in the diversity of topics tackled and the range of
developmental research represented. Theoretical viewpoints are
raised and empirical questions answered in the studies reported.
The editors have systematically drawn together important
contributions which reflected contemporary topics in child
development at the time. Although no one common theoretical or
empirical theme unites either each section or the whole book (which
reflects the general scope and diversity of child development in
the 1980s), the contributors in general see the child as developing
through active interaction with his or her environment. This
interactionist position is clearly preferred by most researchers,
who realised that simplistic genetic or environmental models are
inadequate to explain the complex development of the child. The
editors were all active researchers in the area of child
development at the time and each co-authored a chapter in the book.
All published regularly in national and international journals and
books, and were aware of current developments in their main areas
of expertise. All those interested in issues in child development
will find this book important reading, as it provides the reader
with an excellent and diverse selection of studies, bearing on a
wide range of empirical research.
First published in 1986, this authoritative book contains a
selection of original, research based, reports of studies conducted
in Australia and New Zealand in the field of Child Development. The
topics have been arranged into four major sections - cognitive
issues in development, language and reading development, perpetual
motor development and social aspects of development. Both pure and
applied research issues are presented, and the chapters cover child
development from infancy to adolescence. The book's special
strength lies in the diversity of topics tackled and the range of
developmental research represented. Theoretical viewpoints are
raised and empirical questions answered in the studies reported.
The editors have systematically drawn together important
contributions which reflected contemporary topics in child
development at the time. Although no one common theoretical or
empirical theme unites either each section or the whole book (which
reflects the general scope and diversity of child development in
the 1980s), the contributors in general see the child as developing
through active interaction with his or her environment. This
interactionist position is clearly preferred by most researchers,
who realised that simplistic genetic or environmental models are
inadequate to explain the complex development of the child. The
editors were all active researchers in the area of child
development at the time and each co-authored a chapter in the book.
All published regularly in national and international journals and
books, and were aware of current developments in their main areas
of expertise. All those interested in issues in child development
will find this book important reading, as it provides the reader
with an excellent and diverse selection of studies, bearing on a
wide range of empirical research.
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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