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This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals tothink about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.
William E. Tunmer is Distinguished Professor of Educational Psychology at the Massey University Institute of Education. He received his PhD in Experimental Psychology from the University of Texas at Austin in 1979, specializing in the areas of theoretical linguistics, psycholinguistics, and cognitive development. From 1980 to 1988 he held the positions of Research Fellow, Lecturer, and Senior Lecturer at the University of Western Australia. In 1988 he was appointed Professor of Educational Psychology at Massey University, where he served as Head of Department and Dean of the Faculty of Education. Professor Tunmer has published over 150 journal articles, book chapters, and books on early literacy development, literacy learning difficulties, and reading intervention. He has served on the editorial boards of Reading Research Quarterly, Language and Education, Reading and Writing: An Interdisciplinary Journal, and Journal of Learning Disabilities, and in 2012 he completed a 5-year term as Associate Editor of Reading and Writing: An Interdisciplinary Journal. In 1999 Professor Tunmer was co-winner of the International Reading Association's Dina Feitelson Award for Excellence in Research.
The Rationale, Focus, Features , and uses of the Book.- Overview of the Cognitive Foundations Framework.- The Cognitive Foundations of Reading.- The Cognitive Foundations of Reading Acquisition.- Summary of the Cognitive Foundations Framework.- Understanding Reading Development and Difficulty.- Understanding Reading across Writing Systems.- Overview of the Main Tools used in Teaching Reading.- Standards and the Cognitive Foundations Framework.- Assessments and the Cognitive Foundations Framework.- Curriculum and Instruction and the Cognitive Foundations Framework.- Using the Cognitive Foundations Framework to Support Struggling Readers.- Using the Cognitive Foundations Framework to Create Coherence in Reading Practices.
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