Open AccessMaking excellent progress in early reading: How can the identification of essential skills and concepts help?
Author(s) -
Dara Ramalingam,
Prue Anderson,
Anthony Hockey,
Tegan Knuckey
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.37517/978-1-74286-638-3_12
Subject(s) - explication , reading (process) , identification (biology) , facilitation , computer science , literacy , mathematics education , psychology , cognitive science , cognitive psychology , pedagogy , epistemology , linguistics , neuroscience , philosophy , botany , biology
The ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress.