Recent developments in reading intervention research: Introduction to the special issue

Recent developments in reading intervention research: Introduction to the special issue 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, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Recent developments in reading intervention research: Introduction to the special issue

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Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-007-9108-4
Publisher site
See Article on Publisher Site

Abstract

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,

Journal

Reading and WritingSpringer Journals

Published: Dec 12, 2007

References

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