Focuses on the effect of word-recognition instruction on later reading success for all students, particularly students experiencing difficulties with early reading. Instructional principles are offered for teaching essential elements of word recognition: letter-sound correspondence, regular word reading, story reading, irregular word reading, and…

This book provides an efficient framework for introducing pre-kindergartners and kindergartners to letter-sounds while concurrently promoting reading and writing. The classroom-friendly framework takes letter-sound instruction to a new level by: promoting learning for kindergarten of all ability levels--from the student just learning what sound…

This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's use of phonics, or the ability to use the sounds of letters…

This article describes the Advanced Language Structures program, a language program for students in grades K-12 who are gifted or gifted/at-risk or who have dyslexia/learning disabilities. The program emphasizes prefixes, suffixes, and Latin/Greek roots to provide students with strategies for reading and spelling higher-level words and developing…

This kit presents the "Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling, and Speech," a program designed to promote the development of an oral-motor, visual, and auditory feedback system that enables all students, including students with learning disabilities, to prove the identity, number, and order of phonemes in…

Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…

Designed to add to the existing knowledge base concerning the saliency of features used by children to identify isolated words, a study examined whether the method of instruction influences the extent to which various features are used for word identification and recall. Subjects, 117 kindergarten students from a suburban Buffalo, New York, school…