Article2019

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

127 citations0/0 files storedAustralian Journal of Learning Difficulties

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Reading and Literacy Development Second Language Acquisition and Learning Developmental and Educational Neuropsychology

Abstract

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.

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References

1991Handbook of reading research 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1998Meaningful Differences in the Everyday Experience of Young American Children 1986Decoding, Reading, and Reading Disability 1990The simple view of reading 1995Phonological recoding and self-teaching: sine qua non of reading acquisition

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