The Cognitive Foundations of Learning to Read: A Framework for Preventing and Remediating Reading Difficulties

Autor/inn/en	Tunmer, William E.; Hoover, Wesley A.
Titel	The Cognitive Foundations of Learning to Read: A Framework for Preventing and Remediating Reading Difficulties
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 1, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1614081
Schlagwörter	Remedial Reading; Reading Difficulties; Prevention; Reading Teachers; Alphabets; Written Language; Reading Improvement; Outcomes of Education; Cognitive Ability; Correlation; Educational Strategies; Evidence Based Practice; Individual Needs; Reading Comprehension; Language Proficiency; Word Recognition; Emergent Literacy; Beginning Reading + Suchen Sie Ihr Suchwort? Leseförderung; Reading difficulty; Leseschwierigkeit; Prävention; Vorbeugung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Buchstabenschrift; Geschriebene Sprache; Lernleistung; Schulerfolg; Denkfähigkeit; Korrelation; Lehrstrategie; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Worterkennung; Frühleseunterricht; Erstleseunterricht
Abstract	This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional components as a list without explicitly addressing their interrelations, either in terms of instruction or cognitive development. In contrast, the Cognitive Foundations Framework offers a description of the major cognitive capacities underlying learning to read and specifies the relationships between them. The central claim of this article is that what is needed to help intervention specialists achieve better outcomes is a clearly specified conceptual framework of the cognitive capacities underlying learning to read that provides the basis for an assessment framework that is linked to evidence-based instructional strategies for addressing the individual literacy learning needs of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01