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Reading Development and Teaching
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Reading Development and Teaching


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English | Preservice Training | Psychology

December 2015 | 240 pages | SAGE Publications Ltd

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.

 

 
Part 1: Tutorial Review
 
Essential knowledge about language
 
The Simple View of Reading: a broad conceptual framework
 
Part 2: Reading Words on the Page
 
Visual word recognition in skilled readers: how do we, as skilled readers, read written words?
 
Development of visual word recognition processes: how do children learn to read written words?
 
Teaching word reading skills
 
Part 3: Understanding spoken and written language (reading and comprehension)
 
Development of comprehension of oral and written language
 
Teaching to develop reading comprehension
 
Part 4: Assessment and intervention
 
Assessing word reading skills and reading comprehension
 
Teaching to overcome word reading difficulties (developmental dyslexia)
 
Treating reading comprehension difficulties

Overall, this seems to me to be by far the best book available on its topic. It is comprehensive, almost always uses evidence judiciously and objec-tively, treats all the relevant key topics, gives excellent value for money and should be required reading on all courses of initial and in-service training for primary teachers and those trying to help children with reading dif?culties.

Greg Brooks
Literacy

This book is worth reading, no matter what level you work. It will help you understand the building blocks of reading, with methods that can be put into practice to teach children effectively.

Neil Henty
Early Years Educator

This book introduces key ideas about the development of young readers' skills, with useful diagrams and subheadings to break complex ideas down for readers. An interesting text for those keen to explore the stages of reading development and how to support the development of these skills.

Dr Louise Campbell
Moray House School of Education, Edinburgh University
May 4, 2018

The high level of detail expressed in a clear and accessible way make this an important resource. I wish I'd had it when I did my Ed Psych training! Our teacher trainees will find this very useful.

Dr Kerry Vincent
School of Education, Nottingham Trent University
July 7, 2016

This publication is clearly presented, separated into four sections; part one provides knowledge of language, part two for reading and teaching methods, part three language comprehension and lastly showing methods of identifying children who have specific difficulties with reading and comprehension. This book aids further understanding of students studying on the Foundation Degree to advance their learning of particular strategies to support intervention programmes in the classroom.

Miss Tracey Canham
Health Care And Early Years, Swindon College
January 2, 2016

This book emphasizes the link between phonics, comprehension and enjoyment when teaching children to read. It also offers suggestions for assessing reading skills and ensuring continuity and progression. This is particularly important for students and practitioners with the Literacy and Numeracy framework embedded into the Foundation Phase curriculum.

Mrs Claire Kathryn Pescott
Early Years and Education, University of South Wales (Glamorgan)
August 27, 2015

Sample Materials & Chapters

Chapter 1: Essential knowledge about language


Preview this book

Morag Stuart

Morag Stuart is Emeritus Professor of the Psychology of Reading at UCL Institute of Education. After 16 years teaching 4- to 8-year-old children in Inner London, she gained a Psychology degree at Birkbeck College, qualified as an educational psychologist, and returned to Birkbeck to study for a doctorate, with a thesis on development of word reading skills. From 1988 she lectured in Psychology at Birkbeck, moving to the Institute of Education in 1995. Since 1983, she has conducted research into word reading processes and their development, with over 100 research publications and conference presentations. Her recent consultancy includes... More About Author

Rhona Stainthorp

Rhona Stainthorp is a research professor in the Institute of Education, University of Reading, UK.  She began her professional career teaching in a secondary school in London and turned to study psychology at Birkbeck College when confronted with the challenge of teaching young adolescent boys who could not read. Over the last 40 years she has worked in a number of academic departments in UK universities teaching teachers, and speech and language therapists from undergraduate to PhD level about the development of literacy.  She has also been extensively involved in providing continuing professional development... More About Author

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