Reading Development and Difficulties

Reading Development and Difficulties is a comprehensive and balanced introduction to the development of the two core aspects of reading: good word reading skills and the ability to extract the overall meaning of a text. Unique in its balanced coverage of both word reading and reading comprehension development, this book is an essential resource for undergraduates studying literacy acquisition Offers wide coverage of the subject and discusses both typical development and the development of difficulties in reading Accessibly written for students and professionals with no previous background in reading development or reading difficulties Provides a detailed examination of the specific problems that underlie reading difficulties

Kate Cain, D.Phil., is a Reader in the Department of Psychology at Lancaster University. Her research focuses on the development of language comprehension in children and she has a particular interest in the cognitive and language-related skill deficits that lead to comprehension problems. To date, she has published widely on language and reading development in journals such as Journal of Educational Psychology, Journal of Experimental Child Psychology, and Journal of Speech, Language, and Hearing Reseach, and has written 15 book chapters and co-edited Children's Comprehension Problems in Oral and Written Language: a Cognitive Perspective (with Jane Oakhill, 2007). She is Associate Editor for the International Journal of Language and Communication Disorders and the Journal of Research in Reading.

Preface	p. xi
Introduction to the study of reading	p. 1
What is reading?	p. 2
The relationship between written and spoken language	p. 4
How to study reading development and reading difficulties	p. 14
Overview of the rest of this book	p. 20
Key point summary	p. 20
Further reading	p. 21
Definitions	p. 22
Skilled word reading	p. 25
Word reading: Assessment and sources of variation	p. 26
Models of skilled word recognition	p. 36
Key point summary	p. 42
Further reading	p. 43
Definitions	p. 44
The skilled comprehender	p. 47
What do we forget and what do we remember?	p. 48
Local and global coherence	p. 52
Models of text representation	p. 59
Key point summary	p. 63
Further reading	p. 64
Definitions	p. 64
Learning to read words	p. 67
Ways to read words	p. 68
Skills and knowledge that aid word reading development	p. 74
Phases of word reading development	p. 81
What drives word reading development?	p. 85
Key point summary	p. 91
Further reading	p. 93
Definitions	p. 93
The development of reading comprehension	p. 95
The relations between word reading, listening comprehension and reading comprehension	p. 96
Skills and knowledge that support reading comprehension	p. 99
Reading comprehension development	p. 112
Key point summary	p. 117
Further reading	p. 118
Definitions	p. 118
Developmental dyslexia	p. 121
Developmental dyslexia: Definitions and characteristics	p. 122
Theories of dyslexia	p. 126
A look at subtypes: Are all dyslexic children the same or do different types of dyslexic exist?	p. 134
Dyslexia across the lifespan: Precursors, compensation and consequences	p. 140
Key point summary	p. 144
Further reading	p. 145
Definitions	p. 146
Reading comprehension difficulties	p. 147
What is poor reading comprehension?	p. 148
Sources of discourse comprehension failure	p. 153
Causes of discourse comprehension failure	p. 164
The consequences of poor discourse comprehension	p. 166
Key point summary	p. 168
Further Reading	p. 169
Definitions	p. 170
Instruction and intervention	p. 171
Instruction and interventions for word reading	p. 172
Instruction and interventions for reading comprehension	p. 179
Support and instruction for reading development	p. 185
Key point summary	p. 188
Further reading	p. 189
Definitions	p. 190
The assessment of reading	p. 191
Assessment matters	p. 192
Word reading assessment: What, when and how?	p. 196
The assessment of reading comprehension: What, when and how?	p. 201
Key point summary	p. 209
Further reading	p. 210
Definitions	p. 210
The Simple View of Reading: A framework for the study of reading development and reading difficulties	p. 213
The Simple View of Reading: A brief overview	p. 214
The Simple View of Reading and reading development	p. 215
The Simple View of Reading and reading difficulties	p. 218
The Simple View of Reading: An evaluation	p. 219
Reading development and reading difficulties: Implications	p. 220
Conclusions	p. 221
Further reading	p. 222
Definition	p. 222
Bibliography	p. 223
Glossary	p. 247
Index	p. 253
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Reading Development and Difficulties

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Table of Contents

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