Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction,...

There is a constant stream of research around the teaching of reading and much debate over the most effective teaching strategies. What emerges time and again is that it is a multilayered activity. Reading is not simply decoding words on a page, it also involves comprehension of the text. In fact, it could be argued that “reading is comprehension” (Rasinki et al., 2003, p.1). However, comprehen...

In 2007 we felt very strongly that there was a need to publish research information in relation to the teaching of reading and in support of teachers who were struggling to understand phonics and its place in their pedagogy (Goouch and Lambirth 2007b). This followed a very crowded and enthusiastic conference when teachers, advisors and academics gathered together to challenge the findings of th...

Notions of reading and the teaching of reading have been in constant revision, especially in recent years. Indeed, computers have led the general public to revise their own needs, skills, and reading strategies in their mother tongues and in foreign languages. The question is no longer whether students want to read more than speak but whether they need reading more. In 1999, as a teacher I admi...

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development and individual diffe...

conclusions according to the conditions of this study, the ability to control the class in terms of absence of mumble, establishing a fun atmosphere, not merely reading the slides by the professor, mentioning the objectives at the beginning of each session and lack of voice monotony increase the learning level in classroom teaching. methods at the beginning of this cross sectional study, a list...

Citation: Fletcher-Flinn CM (2015) Editorial: Frontiers in the acquisition of literacy. Reading and writing are fundamental to full participation in our societies, yet how children acquire such a large system of interconnected representations of print words, their meanings, and phonology in the brain remains unclear. As the teaching of literacy takes up a large proportion of classroom time in t...