Reinterpreting the development of reading skills

• Published in: Reading research quarterly Vol. 40; no. 2; pp. 184 - 202
• Main Author: PARIS, SCOTT G.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.04.2005; International Reading Association; International Reading Association, Order Department
• Subjects: Academic achievement; accountability; Alphabets; assessment; Child Development; Child Health; childhood; Children; Children & youth; comprehension; Correlations; Curriculum subjects: programmes and methods; developmental; Developmental Stages; diagnostic; early childhood; Early Reading; Education policy; Educational Policy; Educational sciences; evidence; Federal legislation; fluency; Indictments; learner; Learning; Learning Processes; Learning rate; legislation; Letter Recognition; Lexicon; methodology; ongoing; outcomes; Phonics; Phonological awareness; policy; R&D; Reading Ability; Reading Achievement; Reading Acquisition; Reading comprehension; Reading Instruction; Reading Processes; Reading Research; Reading Skills; Reading Tests; Reading, writing; Research & development; Research Design; Research Methodology; scientific; Skills; special needs; Standardized tests; Statistical methods; Statistical variance; Teaching methods; theoretical; topic; type; Validity; Ann Arbor Michigan; United States > US; Alphabet; Skill; Reading; Interpreting; Research Method; Cognitive Development

Theories about reading have neglected basic differences in the developmental trajectories of skills related to reading. This essay proposes that some reading skills, such as learning the letters of the alphabet, are constrained to small sets of knowledge that are mastered in relatively brief periods...