Developing Reading Comprehension

In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an  important and  timely contribution to securing high quality teaching of the range of attributes children need to become fully-fledged readers.
—Sir Jim Rose, CBE

The studies by Professors Margaret Snowling and Charles Hulme and their team over two decades based around the Reading Intervention programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.
—Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy

Developing Reading Comprehension'  presents a landmark study from the top research team in the UK on how to improve reading comprehension . It's an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.
—Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham