Harmey, S;
(2021)
Perspectives on dealing with reading difficulties.
Education 3-13
, 49
(1)
pp. 52-62.
10.1080/03004279.2020.1824702.
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Abstract
Learning to read is an expectation rather than an exception in society today. Despite this, some children experience reading difficulties. The purpose of this article is to review recent and seminal research on reading difficulties through the lenses of three perspectives: cognitive, social and cultural and interactive. The three perspectives are reviewed and the contribution they make to our understandings of how to support children with reading difficulties are considered. The implication of these perspectives on instruction is explored by examining one contentious contemporary debate in the field of reading instruction; choice of texts to support reading development. To conclude, an argument for a more holistic approach to reading difficulties is provided with reference to two contemporary assessment tools.
| Type: | Article |
|---|---|
| Title: | Perspectives on dealing with reading difficulties |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2020.1824702 |
| Publisher version: | https://doi.org/10.1080/03004279.2020.1824702 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Reading development, reading difficulties, reading instruction, phonics, literacy assessment |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10110808 |
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