Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to…

A study examined the developmental shifts in the importance of linguistic components of words to single word decoding. Subjects, 1200 children ages 6-7, 8-9, and 10-12.5 years who were the normative sample of the Kaufman Assessment Battery for Children (K-ABC), were tested using a word recognition test, the Reading Decoding Subtest of the K-ABC.…

To help teachers understand the cognitive development that occurs as children learn to read, the Southwest Educational Development Laboratory (SEDL) has created The Cognitive Foundations of Learning to Read: A Framework. It describes the various cognitive domains that research has shown to be necessary for reading acquisition, and also illustrates…

To whet the curiosity and interest of teachers who may be frustrated with the reading vocabulary achievement of pupils, an informal study compared Piaget's cognitive development theory, recent brain research, and the reading process, and examined how the theory and research apply to reading instruction. The Gestalt Process Approach to teaching…

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

To determine the general characteristics of beginning reading materials, to establish categories in regard to concepts and the instruction of concepts, and to search for a common framework among concepts, a study surveyed six popular, widely promoted basal series which had been copyrighted within the past 5 years. For each lesson, the stated…

Prereading assessment was first used to predict school readiness and was an assessment of the child's visual and oral vocabulary skills. By the 1970s, readiness assessment had changed from assessment of a child's developmental probability for success or failure in reading to an assessment of the child's skill development in relation to the reading…

Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…