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 to overcome word reading difficulties (developmental dyslexia)

Teaching to overcome word reading difficulties (developmental dyslexia)

Teaching to overcome word reading difficulties (developmental dyslexia)


In this chapter you will learn about ways of assessing areas of weakness and strength in children’s word reading processes, within the context of the Dual-Route Cascaded (DRC) model of reading. You will learn about ways of teaching to improve the word reading skills of children experiencing difficulty in developing these skills, and will come to realize that the kinds of teaching outlined in Chapter 5 serve both to prevent and overcome children’s word reading difficulties. Effective teachers of reading can also effectively teach most children experiencing difficulty. For intractable difficulties, we need specialist teachers with a deep understanding of word reading processes, who are able to pinpoint precisely ...

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