Children's Reading Development

Being able to read is essential for educational
achievement and is important for children s self-
esteem and attitude towards learning. It is crucial
therefore that the most effective teaching practices
are in place to increase reading skill and reduce
underachievement in reading. This book provides an
overview of the skills associated with reading
development and the different methods used to teach
reading, with a particular focus on different types
of phonics instruction (analytic and synthetic).
Gender differences and the effects of reading
instruction are examined within particular aspects
of children s reading: reading skill, reading
strategies, attitudes to reading and the cognitive
processes associated with reading. Conclusions are
made regarding the impact of the results to the
school environment and our understanding of the
skills associated with reading. This book will be
useful for those interested in the skills associated
with reading development, gender differences in
reading and learning, and the implications of using
different methods to teach reading.

Autorentext
Sarah Logan studied Psychology at the University of Aberdeen (M.A. Hons; MRes) before moving to the University of Hull where she completed her PhD. Sarah Logan is currently a Lecturer at the University of Hull.

Klappentext
Being able to read is essential for educational achievement and is important for children's self- esteem and attitude towards learning. It is crucial therefore that the most effective teaching practices are in place to increase reading skill and reduce underachievement in reading. This book provides an overview of the skills associated with reading development and the different methods used to teach reading, with a particular focus on different types of phonics instruction (analytic and synthetic). Gender differences and the effects of reading instruction are examined within particular aspects of children's reading: reading skill, reading strategies, attitudes to reading and the cognitive processes associated with reading. Conclusions are made regarding the impact of the results to the school environment and our understanding of the skills associated with reading. This book will be useful for those interested in the skills associated with reading development, gender differences in reading and learning, and the implications of using different methods to teach reading.