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Developing an informed and integrated teaching approach for students with reading-accuracy difficulties in the primary school

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posted on 06.12.2017, 00:00 by Bruce KnightBruce Knight, Susan GalletlySusan Galletly
Reading comprehension builds from the developmental facets of reading-accuracy (Text Decoding), and language skills (including Meaning Making, Text User, and Text Analyst roles; Luke & Freebody, 2000). Reading is a highly complex skill which many children have difficulty mastering. This chapter focuses on the teaching of reading and firstly discusses the difficulties for students reading English orthography. A component model of reading is used as a basis to understand the reading process to enhance students’ early and sophisticated literacy skills. Next follows a discussion of the use of cognitive load theory to raise awareness for teachers of the extremely high load imposed on students with learning difficulties as they engage in the act of reading. Finally, the authors outline practical teaching activities designed to teach students to develop their early reading skills, as it is vital that reading instruction for students with reading difficulties be well-informed, carefully planned, and integrate multiple aspects of reading development using a balance of explicit instruction and authentic learning.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Editor

Lynch D; Knight BA

Start Page

65

End Page

89

Number of Pages

25

ISBN-13

9781447675693

Publisher

AACLM Press

Place of Publication

Brisbane, Qld

Open Access

No

External Author Affiliations

Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC);

Era Eligible

Yes

Number of Chapters

10