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The Cognitive Foundations of Reading and Its Acquisition

A Framework with Applications Connecting Teaching and Learning

  • Wesley A. Hoover
  • William E. Tunmer
Book

Part of the Literacy Studies book series (LITS, volume 20)

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Wesley A. Hoover, William E. Tunmer
    Pages 1-11
  3. Wesley A. Hoover, William E. Tunmer
    Pages 13-22
  4. Wesley A. Hoover, William E. Tunmer
    Pages 23-39
  5. Wesley A. Hoover, William E. Tunmer
    Pages 41-84
  6. Wesley A. Hoover, William E. Tunmer
    Pages 85-88
  7. Wesley A. Hoover, William E. Tunmer
    Pages 89-115
  8. Wesley A. Hoover, William E. Tunmer
    Pages 117-130
  9. Wesley A. Hoover, William E. Tunmer
    Pages 131-134
  10. Wesley A. Hoover, William E. Tunmer
    Pages 135-177
  11. Wesley A. Hoover, William E. Tunmer
    Pages 179-197
  12. Wesley A. Hoover, William E. Tunmer
    Pages 199-240
  13. Wesley A. Hoover, William E. Tunmer
    Pages 241-257

About this book

Introduction

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 to think 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

Cognitive requirements for reading Developing reading competencies Cognitive foundations of reading acquisition Reading and cognitive skills Cognitive structure of reading Teaching and learning literacy Reading and learning to read Supporting reading difficulties

Authors and affiliations

  1. 1.American Institutes for ResearchAustinUSA
  2. 2.College of Humanities & Social SciencesMassey UniversityPalmerston NorthNew Zealand

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-44195-1
  • Copyright Information Springer Nature Switzerland AG 2020
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-44194-4
  • Online ISBN 978-3-030-44195-1
  • Series Print ISSN 2214-000X
  • Series Online ISSN 2214-0018
  • Buy this book on publisher's site