- Children’s reading difficulties, language, and reflections on the Simple View of Reading – Kate Nation
- The place of morphology in learning to read in English– Kathleen Rastle
- Systematic phonics instruction belongs in evidence-based programs – Jennifer Buckingham
- A national intervention in teaching phonics: A case study from England – Rhona Stainthorp
- Instructional psychology and teaching reading: Ending the reading wars – Jonathan Solity
- Teaching reading through Direct Instruction: A role for educational psychologists? – Kerry Hempenstall
- Early identification and intervention to prevent reading failure: A Response to Intervention (RtI) initiative – Linda S. Siegel
- Researching the efficacy of a reading intervention: An object lesson – Kevin Wheldall, Robyn Wheldall, Nicola Bell and Jennifer Buckingham
- Learning to spell: Enduring theories, recent research and current issues – Peter Westwood
Recent psychological perspectives on reading and spelling instruction
$66
- Published by MRU Press
- Papers on the latest reading and spelling research
Over the past 20 years, reading scientists have made significant progress in understanding how children learn to read and the best way to teach these basic skills. However, many of these advancements in understanding are yet to be translated into classrooms and education systems through policy and effective teaching practice.
This book, edited by the MultiLit Research Unit’s Emeritus Professor Kevin Wheldall AM and Dr Nicola Bell, draws together contributions from some of the leading researchers in the field, and outlines how recent research findings could be applied practically through teaching in the classroom.
The ebook edition of this book is available for purchase from Vital Source.
Bringing together nine essays written by leading experts in the field – Kate Nation, Kathleen Rastle, Jennifer Buckingham, Rhona Stainthorp, Jonathan Solity, Kerry Hempenstall, Linda S. Siegel, Kevin Wheldall, Robyn Wheldall and Peter Westwood – this book explains the latest research.
The book is suitable for teachers, educational psychologists and others working in schools who are interested in understanding the implications of evidence-informed practice.
Chapters include:
