Learning to Read

It is essential for teachers to have a theory of learning from which they can draw as they make decisions about what to teach. Teaching and learning cannot be separated from each other, and reclaiming learning is related to each of the other pillars that reclaim reading, as was discussed in Chapter 1. For almost a half-century we have worked toward a comprehensive theory of literacy and an understanding of reading development as compatible with that theory. In this chapter we provide the most current iteration of our comprehensive theory. This includes a shift in our terminology from cuing systems to language levels, more attention to non-alphabetic symbol systems, and what we have learned from eye movement research. To begin, we explain key elements in a liberatory pedagogy that support reading and learning to read, and discuss the foundations of learning and language learning theories that ground our work. We also present what we believe about the relationship between language learning and learning to read. We devote much of this chapter to a close look at our comprehensive theory of reading, a theory intended to serve teachers and the learners they encounter.