Learning to read is the most critical skill
mastered in the first few years of school and forms
the basis for formal education. For years, parents
and educators have recognized vast variation; while
a few children read easily, and a few find the
process extremely difficult, the vast majority fall
somewhere in between. While many researchers have
explored the characteristics of children who are
struggling readers, and some have explored
characteristics of good readers, few have
investigated beginning readers across cognitive and
literacy domains based on literacy grouping. This
book is a...