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      Ending the Reading Wars: Reading Acquisition From Novice to Expert

      1 , 2 , 3 , 2 , 4
      Psychological Science in the Public Interest
      SAGE Publications

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          Abstract

          <p class="first" id="d3841396e95">There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of "reading wars." Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children's earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work. </p>

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          Author and article information

          Journal
          Psychological Science in the Public Interest
          Psychol Sci Public Interest
          SAGE Publications
          1529-1006
          1539-6053
          June 11 2018
          June 2018
          June 11 2018
          June 2018
          : 19
          : 1
          : 5-51
          Affiliations
          [1 ]Department of Cognitive Science, Macquarie University
          [2 ]Australian Research Council Centre of Excellence in Cognition and its Disorders
          [3 ]Department of Psychology, Royal Holloway, University of London
          [4 ]Department of Experimental Psychology, University of Oxford
          Article
          10.1177/1529100618772271
          29890888
          a0312fa5-eaba-452f-8098-a6a79f4e9151
          © 2018

          http://journals.sagepub.com/page/policies/text-and-data-mining-license

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