Developing Reading Comprehension

Reviews / Votes

"This book is a very enjoyable read with an appealingcover of a painting of a young reader. . . It is a well-written,and reader friendly book." (Patoss, 1 October2014) "This book makes a very valuable contribution to the field ofreading comprehension intervention and will be greatly appreciatedby educationalists and speech and language therapists working withschool age children." (Child & Adolescent Mental Health,4 April 2014) In recent years the debate about teaching young children to readhas tended to focus upon equipping them with the cruciallyimportant knowledge and skills they need to read words accuratelyin and out of context, that is to say, teaching them how thealphabet works for reading and spelling. While such knowledge andskills are essential, more is required for children to becomeliterate, fluent readers who understand what they read. In short,the goal of reading is comprehension. This book scrupulouslyexamines the obstacles to reading comprehension and exemplifieswhat can be done to help children overcome them. It is an important and timely contribution to securing highquality teaching of the range of attributes children need to becomefully-fledged readers. --Sir Jim Rose, CBE The studies by Professors Margaret Snowling and Charles Hulmeand their team over two decades based around the ReadingIntervention programme are the most sustained, comprehensive andrigorous research series on reading yet conducted in the UK. Theirincreasing focus on children who experience the most difficulty inreading is exactly where attention should be directed. This volumesummarises the team's achievements to date, and is mosteagerly awaited. --Greg Brooks, Emeritus Professor of Education, Universityof Sheffield, Member of European High Level Group of Experts onLiteracy Developing Reading Comprehension' presents a landmarkstudy from the top research team in the UK on how toimprove reading comprehension . It's an exemplary masters-leveltextbook written with undergraduate-level lucidity andapproachability. --Colin Harrison, Emeritus Professor of Literacy Studies inEducation, University of Nottingham