and Developmental Disabilities
Implications for Instruction
Future Directions
References
CHAPTER NINE: Individual Differences in Learning to Read Words
Methodological Approaches
Child‐ and Word‐Level Predictors of Individual Differences
Word‐Level Predictors
Child‐by‐Word Predictors
Conclusions
Acknowledgments
References
CHAPTER TEN: Teaching Children to Read
How Best to Teach Decoding in Whole‐Class Settings?
Teaching Children with Reading Difficulties
Conclusions
References
10 PART III: Reading Comprehension CHAPTER ELEVEN: Reading Comprehension I A Brief History of Models of Discourse Comprehension A Comprehensive Model of Discourse Comprehension Current Research Issues Concluding Remarks References CHAPTER TWELVE: Reading Comprehension II Eye Movements and Reading Conclusions Acknowledgments References CHAPTER THIRTEEN: Modeling the Development of Reading Comprehension Theoretical Foundations for Reading Comprehension Development Understanding the Development of Reading Comprehension – Methodological Considerations Understanding the Development of Reading Comprehension – What Do We Know? Is the Simple View of Reading Too Simple? The Simple View of Reading – Simple but Complex Relationships between Longitudinal Studies and Theories of Reading Development Future Directions References CHAPTER FOURTEEN: Children’s Reading Comprehension Difficulties A Framework for the Study of Reading Comprehension Difficulties Identification and Prevalence of Poor Comprehenders The Identification of Poor Comprehenders: Variation in Selection and Group Matching The Measurement of Reading Comprehension: The Nature and Effect of Differences among (Standardized) Assessments Sources of Reading Comprehension Difficulty The Dynamics of Language and Literacy Development over Time Conclusions and Future Directions References
11 PART IV: Reading in Different Languages CHAPTER FIFTEEN: Reading and Reading Disorders in Alphabetic Orthographies Characteristics of Alphabetic Orthographies Models of Word Reading Skilled Word Reading in Alphabetic Orthographies Reading Development in Alphabetic Orthographies References CHAPTER SIXTEEN: Reading and Reading Disorders in Chinese Chinese Language(s) Chinese Script(s) All Chinese Is Not Alike Predictors of Individual Differences in Learning to Read Spelling Skills Instruction and Remediation for Word Recognition Reading Comprehension in Chinese Conclusions and Next Steps Correspondence Acknowledgments References CHAPTER SEVENTEEN: Reading the Akshara Writing System The Akshara Writing System Reading Development Intra‐symbol features Reading Development: Word Decoding Conclusions
