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Introduction to Special Issue of SSR: Components of Effective Reading Instruction
| Content Provider | Scilit |
|---|---|
| Author | Moats, Louisa C. Foorman, Barbara R. |
| Copyright Year | 2021 |
| Description | Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency, Reading instruction, however, can be designed with greater validity than ever before because of a solid, converging body of scientific research on reading acquisition, reading processes, and reading disabilities. Basic and applied research has established the linguistic, primarily phonological nature of reading difficulty (Stanovich & Siegel, 1994), It has cast doubt on the possibility that orthographic processing or “visual memory” approaches can compensate for, or provide an effective bypass for, a learning process that depends heavily on the use of phonological codes in working memory (Foorman, Francis, Fletcher, & Lynn, 1996; Torgesen, 1996). Existing studies provide a clearer focus for intervention research: Namely, given the phonological core of reading acquisition, how can linguistically based reading deficits best be treated. with whom. under what conditions, and with what impact on reading and reading-related behavior? Book Name: Components of Effective Reading Intervention |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2007-0-06276-0&isbn=9781315046365&format=googlePreviewPdf |
| Ending Page | 189 |
| Page Count | 3 |
| Starting Page | 187 |
| DOI | 10.4324/9781315046365-1 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-01-29 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Components of Effective Reading Intervention Audiology and Language Educational Psychology Behavior Memory Phonological Linguistic Reading Acquisition Nature of Reading Reading Instruction Learning |
| Content Type | Text |
| Resource Type | Chapter |
