Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for…

As reading is vital to success in life and opens the door to nearly all other learning opportunities, it is essential that educators understand why students with learning how to read. Therefore, it is key for both professionals and researchers to establish their own approaches to assist those with reading difficulties. "Developing Effective…

The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts…

The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…

A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…

The article describes the Alphabetic Phonics Teacher Training Programs which focuses on incorporating multisensory instruction with a more "old-fashioned" phonics-first basic presentation of reading for dyslexic children. Suggestions are made for infusing the approach into the regular classroom and into teacher preparation programs. (CL)

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)

An approach to teaching phonics to children with special learning needs or reading difficulties is presented. The approach utilizes a sounding chart containing "clue boxes" to help children identify how letter patterns sound, and the method sequences generalizations according to difficulty. This article discusses testing, placement, and…

Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

Presents some activities in the use of phonic analysis and context clues for the reading disabled student at the secondary level. (RB)

The paper describes an approach to teaching phonics to hearing impaired 12-15 year olds through a microcomputer. Under the guidance of a teacher, a standard phonics textbook is paired with phonetic and phonologic practice on the computer. Students proceed through the materials at their own pace. Three phases of learning are featured: (1) exposure…

This article discusses the continuing controversy of whole language versus phonics. It discusses both systems--how to plug the holes in them, and how to combine the two approaches, making for stronger instructional tools. The article also explains the analytic model of teaching reading. The article offers a series of recommendations for teachers,…

Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

This article introduces Making and Writing Words Using Letter Patterns (MWW-LP), a variation of the popular Making Words word study and spelling instructional activity. Research indicates that proficient readers use knowledge of letter patterns such as onsets, rimes, and affixes to decode unknown words. The MWW-LP activity uses such letter…

Intended for teachers of grades K-2, this book is a practical resource manual designed to provide step-by-step suggestions for assessing and instructing students' phonics skills and strategies. It presents phonological awareness as a foundation and preparation for phonics instruction and integrates the two so they become reciprocal. In addition,…