Learning to Read

Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized. Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read. The chapters are written in a readable style by internationally known academic researchers, and the editors have provided introductory and linking pieces for each chapter.

List of Contributors vi Preface vii Elaine Funnell and Morag Stuart 1 Learning to Read: Psychology and Education 1 Roger Beard 2 Recognizing Printed Words Unlocks the Door to Reading: How Do Children Find the Key? 30 Morag Stuart 3 Cognitive Psychology of Reading Acquisition in the Classroom: Fact or Fantasy? 61 Philip H.K. Seymour and Henryka M. Evans 4 Assessing Reading Skills 93 Nata Goulandris and Margaret Snowling 5 Helping to Overcome Early Reading Failure by Combining the Teaching of Reading and Phonological Skills 130 Peter J. Hatcher, Charles Hulme and Andrew W. Ellis 6 Learning to Understand Written Language 161 Jane Oakhill and Nicola Yuill Postscript 186 Elaine Funnell and Morag Stuart Index 188