ABSTRACT
The scientific knowledge base for early identification and intervention with children who are at risk for reading problems has burgeoned in the past 15 years. A general outline of the understanding brought about by this explosion of knowledge is fairly easily summarized. Research in early identification and intervention has clarified the central importance of the roles of phonological awareness, knowledge of letter-sound correspondence, and phonological decoding. These three skill areas are critically important both as indicators of incipient problems in reading development and as instructional targets. Though the general thrust of research results in these areas is easily summarized, the detailed understanding of specific measures and instructional programs that is critical for early identification and intervention is complex and rapidly changing. Jenkins and O’Connor have done a service to the field by writing a clear summary of current knowledge in this important area. They provide useful summaries of current understanding of the development of reading skill, the state of the art in early identification of youngsters at risk for reading difficulties, and recent advances in early reading interventions. In addition, Jenkins and O’Connor touch on the importance of reading fluency and the role of the total volume of reading that students experience. These areas have received relatively little research attention and programmatic development in the past decade and should be targets for increased focus in coming years. The authors also briefly discuss several important methodological points that may have implications for future research. In this review, I will respond to and expand on Jenkins and O’Connor’s comments in these areas.
