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 children with reading comprehension difficulties

Teaching children with reading comprehension difficulties

Summary

In this chapter, you will learn how children whose reading comprehension is poor despite age-appropriate word reading skills also experience difficulty with language processing, and perform poorly on several factors shown in Chapter 7 to be involved in reading comprehension. You will learn about two effective and evidence-based approaches to teaching children with specific comprehension difficulties: the reciprocal teaching approach first designed by Palincsar and Brown (1984), and the Reading for Meaning programme developed by researchers at the University of York (Clarke, Snowling, Truelove & Hulme, 2010). Both programmes can be successfully implemented by sufficiently well-trained classroom teachers and, in the case of Reading for Meaning, by similarly well-trained and supported teaching assistants.

Introduction

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