Learning to Read: Theory, Research, and Practice

Abstract

A topic of perennial concern and debate is the task of teaching our children to become skilled readers. We need not recapitulate these extensive discussions in detail. The longevity and persistence of the arguments can be traced to several causes. Reading seems so easy and natural to most of us, almost like breathing, that it is hard to understand why anyone should have trouble acquiring this skill. A student's failure to become a competent reader is even more difficult to understand when we consider the enor-

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