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.
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A disproportionate number of New Zealand students fail to learn to read. Children from low socio-economic backgrounds are over-represented among New Zealand’s under-achieving readers. This study


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?
The missing foundation in teacher education: Knowledge of the structure of spoken and written language
The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas.
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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
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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
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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
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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
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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