The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties

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...

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Bibliographic Details
Published in:Australian Journal of Learning Difficulties 2019-01, Vol.24 (1), p.75-93
Main Authors: Tunmer, William E., Hoover, Wesley A.
Format: Article
Language:English
Subjects:
Alphabets
Beginning Reading
Cognition & reasoning
Cognitive Ability
Correlation
Educational Strategies
Emergent Literacy
Evidence Based Practice
Individual Needs
Language Proficiency
Outcomes of Education
Prevention
Reading Comprehension
Reading Difficulties
Reading disabilities
Reading Improvement
Reading instruction
Reading Teachers
Remedial Reading
Word Recognition
Written Language
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Summary: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.
ISSN:1940-4158
1940-4166
DOI:10.1080/19404158.2019.1614081