Catherine Compton-Lilly, Lucy K. Spence, Paul L. Thomas, Scott L. Decker
The Reading Teacher 2 November, 2023
This article recognises that reading is a complex and multidimensional process. It uses research to demonstrate that teaching reading must be responsive to the needs of individual children. The authors acknowledge that how children learn to read is affected by their cultural, educational, familial, and experiential backgrounds, which may in turn be affected by economic, social, and nutritional inequities. Significant research findings are shared, particularly focusing on the brain and reading alongside the importance of systematically observing early readers. The article demonstrates that reductive and singular models of reading do not recognise and honour the cultures, experiences, and diversity of learners. It argues that ‘how you teach must be determined by who you are teaching.’
Link: https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2258