ABSTRACT
This chapter discusses reading as comprising word reading skills, reading fluency, and understanding/comprehension. It defines impairment in reading/dyslexia and discusses its prevalence. The chapter looks at cognitive causal factors concerning phonological processing/deficit, auditory and visual processing, rapid naming, short term and working memory, and attention. Neurobiological causal factors are also touched on. Identification and assessment of reading impairment is considered including commercial assessments of dyslexia and subskills of reading. Turning to provision, the chapter examines phonics learning, reading fluency, and reading comprehension. Phonics learning is discussed with reference to explicit phonics teaching, generalising phonological skills to reading, and group approaches supporting phonics awareness and understanding. Reading fluency is examined regarding RAVE-O (Retrieval, Automaticity, Vocabulary elaboration, Engagement with language, Orthography), and structured reading interventions that are flexibly linked with reading fluency programmes. With reading comprehension, the chapter discusses general strategies, vocabulary instruction, and multi-component approaches. Finally, broad observations are made on curriculum and assessment, pedagogy, resources, therapy, and organisation.
