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The Science of Reading


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      Note

      1 1 I say “largely” because there are inconsistencies in the relationship between spelling and sound (e.g., phone, tone, cone vs. done), and there are regularities in the relationship between spelling and meaning (e.g., snore, snarl, sneeze, snort all relate to the nose).

      In this second edition, Hamilton and Hayiou‐Thomas take a broader view of the skills that children bring to the task of learning to read and are required to secure a strong foundation. Emphasizing the importance of the quality (and not just quantity) of oral language input in the pre‐school years, they review evidence on how the home literacy environment prepares children for reading and how variation in this environment can limit as well as foster their success, touching on similar issues to those explored by Phillips and Lonigan (2005). The roles of factors that are extrinsic and intrinsic to the child (including genetic factors that place them at risk of reading or language problems) are considered drivers of learning and Hamilton and Hayiou‐Thomas emphasize a “division of labour” between the learner and their environment (Byrne, 1998). Their over‐arching message is that learning to read builds on language skills, honed through interactions among the child, the caregiver, and the book.

      Castles and Nation take up the issue of how, after taking the first steps into literacy, children