This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.

Teaching word reading skills

Teaching word reading skills

Teaching word reading skills


In Chapter 4, we looked at the processes children need to develop to become fluent and accurate word readers, and at some of the factors intrinsic to word reading that are thought to facilitate the development of these processes. In this chapter, you will learn about research evidence relevant to teaching children to read words, as a guide towards what might currently be considered best practice in teaching word reading skills. Understanding the evidence will enable you to adapt your teaching to give children the best chance of acquiring fluent and accurate word reading skills as quickly and easily as possible.


In teaching, things are never simple. That’s why we have already devoted four clearly structured chapters to ...

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