Read Writ (2008) 21:299–316 DOI 10.1007/s11145-007-9108-4 Recent developments in reading intervention research: Introduction to the special issue William E. Tunmer Published online: 12 December 2007 Springer Science+Business Media B.V. 2007 Reading intervention refers to instructional approaches and programs designed to either prevent or remediate persistent reading difﬁculties. Prevention programs typically focus on at risk children with limited amounts of crucial reading-related knowledge, skills and experiences at school entry who often, but not always, come from low-income family backgrounds. Remedial programs target students who are failing to make adequate progress in learning to read. Three general subtypes of reading difﬁculties Reading is the process of extracting and constructing meaning from text. Given that the child’s fundamental task in learning to read is to discover how print maps onto their existing spoken language, the process of learning to derive meaning from print can be adversely affected in one of two ways, or both: the child’s spoken language system may be deﬁcient in various ways, or the process by which print is connected to the child’s spoken language system may be defective. These basic ideas are represented in a model of the proximal causes of reading difﬁculties that makes two claims; ﬁrst,
Reading and Writing – Springer Journals
Published: Dec 12, 2007
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