How Psychological Science Informs the Teaching of Reading

  title={How Psychological Science Informs the Teaching of Reading},
  author={Keith Rayner and Barbara R. Foorman and Carlo Perfetti and David Pesetsky and Mark S. Seidenberg},
  journal={Psychological Science in the Public Interest},
  pages={31 - 74}
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive… 

The Science of Reading and Its Educational Implications

  • Mark S. Seidenberg
  • Education
    Language learning and development : the official journal of the Society for Language Development
  • 2013
There are opportunities to increase literacy levels by making better use of what the authors have learned about reading and language but also institutional obstacles and understudied issues for which more evidence is badly needed.

Ending the Reading Wars: Reading Acquisition From Novice to Expert

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 is presented.

Exploring the relations between oral language and reading instruction in a computational model of reading

Simulation results showed that proficiency in oral language is a determinant of the advantage of print to sound focused reading training, indicating that reading training should address both oral language skills and Print to sound mappings.

Literacy, Language and Emotional Development

Learning to read is the central achievement of early elementary schooling. Children bring with them experiences, knowledge and skills that facilitate their acquisition of efficient and accurate


Abstract . A variety of studies of human cognition in the areas of the psychology of language, linguistics, development and behavioral science bring the pieces of a broader picture together, where

The education of dyslexic children from childhood to young adulthood.

This article reviews those reading interventions effective in early grades, and then review interventions for older students, and discusses the critical role of accommodations for dyslexic students and the recent neurobiological evidence supporting the need for such accommodations.

The miracle of reading: from written signs to immortal imagery

In this article, perspectives originated from the Linguistic, Psychology and Educational fi elds are placed together in order to: 1. Understand the specifi cities of how reading skills are acquired

Knowledge foundations for teaching reading and spelling

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

Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading

Providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.

Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

Research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension is described to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties.



How psychological science informs the teaching of reading.

From different sources of evidence, two inescapable conclusions emerge: Mastering the alphabetic principle is essential to becoming proficient in the skill of reading, and methods that teach this principle directly are more effective than those that do not.

Beginning To Read: Thinking and Learning about Print.

Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.

Does reading develop in a sequence of stages?

Learning To Read Words: Linguistic Units and Instructional Strategies.

The question of which, and how many, word-recognition strategies should be taught to first-grade children has rarely been explored within the context of real classrooms. In this study, we analyzed

Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill.

TWO GROUPS of primary-grade classrooms differing in their instructional approach to beginning reading were compared to assess the relationship between learning activities, cognitive abilities, and

Progress in Understanding Reading: Scientific Foundations and New Frontiers

Foreword, Isabel L. Beck. Preface. I. The Role of Context Effects in Models of Reading. Early Applications of Information Processing Concepts to the Study of Reading: The Role of Sentence Context.

An invited article: Phonological recoding and reading acquisition

ABSTRACT Phonological recoding is commonly viewed as a back-up mechanism when word identification using the visual pathway fails. A second more important role for phonological recoding is as a

Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings

This study investigated the influence that both instruction and the developmental stage of learning to read have on the reading concepts of 24 first graders randomly selected from two skill-based and

Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms

This study examined three data sets from previous studies to determine if children who begin kindergarten with significantly less implicit linguistic knowledge of books, as compared to well-read-to

Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children.

Explicit knowledge of the phonemic structure of spoken words, or phonemic awareness, has sometimes been seen as necessary for learning to read. But it is suggested that although some phonemic