Reading Development and Difficulties - Info and Reading Options

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Intro -- Foreword by Sir Jim Rose -- Foreword by Brett Miller and Peggy McCardle -- Reading Is Foundational-Now More than Ever -- References -- Contents -- Editors and Contributors -- Reading Development and Difficulties -- 1 The Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems -- 1.1 A Brief History of Reading Problems -- 1.2 Componential Model of Reading (CMR) -- 1.3 Assessment Techniques Based on CMR -- 1.3.1 Ecological Domain -- 1.3.2 Psychological Domain -- 1.3.3 Cognitive Domain -- 1.4 Intervention Based on the CMR -- 1.5 Summary and Conclusions -- References -- 2 Reading-Related Phonological Processing in English and Other Written Languages -- 2.1 Three Kinds of Reading-Related Phonological Processing -- 2.1.1 Phonological Awareness -- 2.1.2 Phonological Memory -- 2.1.3 Phonological Recoding in Lexical Access -- 2.2 Reading-Related Phonological Processing and Learning to Read Chinese -- 2.2.1 Phonological Awareness in Chinese -- 2.2.2 Phonological Recoding in Lexical Access in Chinese -- 2.2.3 Phonological Memory -- 2.3 Reading-Related Phonological Processing Abilities in Multi-lingual Children -- 2.4 Measuring Phonological Processing -- 2.5 Summary -- References -- 3 Phonics and Spelling: Learning the Structure of Language at the Word Level -- 3.1 Most Reading Difficulties Originate from Problems with Decoding and Word Recognition -- 3.2 Students' Instructional Needs Differ, But How? -- 3.3 General Research Findings About Phonics Instruction -- 3.4 More Than Phonics: Word Reading and Spelling Involve Awareness of Language at Several Levels of Language Organization -- 3.5 More Than Phonics: A Multi-linguistic Approach Makes Sense -- 3.6 Structured Literacy in Practice -- 3.7 Beyond the Basic Code

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