© 2019

Reading Development and Difficulties

Bridging the Gap Between Research and Practice

  • David A. Kilpatrick
  • R. Malatesha Joshi
  • Richard K. Wagner

Table of contents

  1. Front Matter
    Pages i-xix
  2. Reading Development and Difficulties

    1. Front Matter
      Pages 1-1
    2. Richard K. Wagner, Rachel Joyner, Poh Wee Koh, Antje Malkowski, Sunaina Shenoy, Sarah G. Wood et al.
      Pages 19-37
    3. Katharine Pace Miles, Linnea C. Ehri
      Pages 63-82
    4. Jane Oakhill, Kate Cain, Carsten Elbro
      Pages 83-115
    5. Esther Geva, Yueming Xi, Angela Massey-Garrison, Joyce Y. Mak
      Pages 117-155
  3. Assessment and Intervention

    1. Front Matter
      Pages 157-157
    2. Jeremy Miciak, Jack M. Fletcher
      Pages 159-177
    3. David A. Kilpatrick, Shawn O’Brien
      Pages 179-210
  4. Biological Perspectives

  5. Back Matter
    Pages 271-272

About this book


This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties.  The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning.

Topics featured in this book include:

  • Learning the structure of language at the word level.
  • Reading comprehension and reading comprehension difficulties
  • Assessing reading in second language learners.
  • Effective prevention and intervention for word-level reading difficulties.
  • The neurobiological nature of developmental dyslexia.     

Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education.

"I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.

Sir Jim Rose
Chair and author of Independent Review of the Teaching of Early Reading: Final Report(2006)


Assessment and intervention of dyslexia Assessment and intervention of hyperlexia Assessment and intervention of learning disabilities Assessment and intervention of reading difficulties Assessment and intervention of reading disabilities Assessment of English language learners Evidence-based intervention for reading difficulties Evidence-based instruction for reading difficulties Orthographic learning and memory Phonological processing skills in students Reading and spelling difficulties in schools Reading comprehension problems in students Reading development in English language learners Reading intervention for students with learning disabilities Response to Intervention for reading difficulties RTI for students with reading difficulties Sight-word learning, acquisition, and memory Simple View of Reading and students Word identification and recognition

Editors and affiliations

  • David A. Kilpatrick
    • 1
  • R. Malatesha Joshi
    • 2
  • Richard K. Wagner
    • 3
  1. 1.State University of New YorkCollege at CortlandCortlandUSA
  2. 2.College of Education and Human DevelopmentTexas A&M UniversityCollege StationUSA
  3. 3.Department of PsychologyFlorida State University Florida Center for Reading ResearchTallahasseeUSA

About the editors

David A. Kilpatrick, Ph.D., is Professor of Psychology at the State University of New York College at Cortland. He has been teaching courses on learning disabilities for more than 20 years. Dr. Kilpatrick is also a New York State certified school psychologist and has conducted hundreds of evaluations of students with learning disabilities. He received his doctorate in psychology from Syracuse University. Dr. Kilpatrick is the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley & Sons, 2015) and Equipped for Reading Success (Casey & Kirsch, 2016).

R. Malatesha Joshi, Ph.D., is Professor of Reading/Language Arts Education, ESL, and Educational Psychology at Texas A&M. He is the Editor of the Reading and Writing: An Interdisciplinary Journal, co-author with P. G. Aaron and D. Quatroche of Becoming a Professional Reading Teacher (Brookes, 2008), and the Series Editor of Springer’s Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education.

Richard K. Wagner, Ph.D., is Distinguished Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. He is the author or co-author of more than 100 scientific research articles on reading, and author or editor of several books. Dr. Wagner is a co-author of the Comprehensive Test of Phonological Processing–Second Edition (CTOPP-2) and the Test of Word Reading Efficiency–Second Edition (TOWRE-2). In 2012, Dr. Wagner and his colleague Joseph Torgesen, Ph.D., were co-recipients of the Distinguished Scientific Contributions award from the Society for the Scientific Study of Reading.

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