HOW CHILDREN LEARN TO READ AND WHY THEY FAIL

The present article considers the contrast between conceptions of read ing as a natural and as an unnatural act, relying on the simple view o f reading as a theoretical framework (Gough and Tunmer 1986). Accordin g to the simple view, reading comprehension is a product of both liste ning comprehension and decoding. Here it is argued that the comprehens ion aspect of reading depends on those same-natural-forces that govern acquisition of spoken language, whereas decoding depends on explicit tutelage, with little evidence that children will induce the cipher fr om simple exposure to written words and their pronunciations (sight-wo rd instruction). Rejecting both sight-word and phonics instruction as inadequate in and of themselves, evidence is reviewed suggesting that successful readers require explicit awareness of the phonological stru cture of spoken words, which can and should be taught in kindergarten, prior to formal reading instruction. Beyond this point, reading succe ss depends on a modicum of phonics instruction together with extensive practice with reading itself.