Authors:
- Provides a theoretical framework for the cognitive requirements of reading
- Designed to help reading professionals and graduate students develop competencies
- Includes maps showing how the set of required cognitive skills relate to standards, assessments and curriculum
- Outlines a way to think about response-to-intervention as a general approach to supporting reading development
Part of the book series: Literacy Studies (LITS, volume 20)
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Table of contents (13 chapters)
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Front Matter
About this book
This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals tothink about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.
Keywords
Authors and Affiliations
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American Institutes for Research, Austin, USA
Wesley A. Hoover
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College of Humanities & Social Sciences, Massey University, Palmerston North, New Zealand
William E. Tunmer
About the authors
William E. Tunmer is Distinguished Professor of Educational Psychology at the Massey University Institute of Education. He received his PhD in Experimental Psychology from the University of Texas at Austin in 1979, specializing in the areas of theoretical linguistics, psycholinguistics, and cognitive development. From 1980 to 1988 he held the positions of Research Fellow, Lecturer, and Senior Lecturer at the University of Western Australia. In 1988 he was appointed Professor of Educational Psychology at Massey University, where he served as Head of Department and Dean of the Faculty of Education. Professor Tunmer has published over 150 journal articles, book chapters, and books on early literacy development, literacy learning difficulties, and reading intervention. He has served on the editorial boards of Reading Research Quarterly, Language and Education, Reading and Writing: An Interdisciplinary Journal, and Journal of Learning Disabilities, and in 2012 he completed a 5-year term as Associate Editor of Reading and Writing: An Interdisciplinary Journal. In 1999 Professor Tunmer was co-winner of the International Reading Association’s Dina Feitelson Award for Excellence in Research.
Bibliographic Information
Book Title: The Cognitive Foundations of Reading and Its Acquisition
Book Subtitle: A Framework with Applications Connecting Teaching and Learning
Authors: Wesley A. Hoover, William E. Tunmer
Series Title: Literacy Studies
DOI: https://doi.org/10.1007/978-3-030-44195-1
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-44194-4Published: 10 June 2020
Softcover ISBN: 978-3-030-44197-5Published: 10 June 2021
eBook ISBN: 978-3-030-44195-1Published: 09 June 2020
Series ISSN: 2214-000X
Series E-ISSN: 2214-0018
Edition Number: 1
Number of Pages: XXV, 263
Number of Illustrations: 40 b/w illustrations
Topics: Literacy, Cognitive Linguistics, Learning & Instruction, Educational Psychology