This study investigated the effectiveness of a cross-age (25 high school tutors and 6 elementary aged tutees) 6-week tutoring program. Findings indicated that all tutees acquired new sight vocabulary words after tutoring, were able to read the words in sentences, and maintained the learning four months later. (DB)

This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

Presents two activities for building elementary school students' vocabulary skills and increasing their knowledge of phonics and spelling patterns. The primary activity involves word mapping. The intermediate activity helps students pronounce and understand unfamiliar, multisyllabic words. A reproducible page on vocabulary strategies is included.…

Research has found similarities between specific reading disability and reading difficulty in children of low intelligence, especially in short-term memory deficits. Studies indicate that ability to acquire and use a knowledge of spelling patterns is a major problem, and efforts to teach more efficient decoding skills have met with limited…

A special feature designed to be sent home to help parents help kids with their reading. Available in special class-size packages, it's jam-packed with information and methods for parents. (Editor)

A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)

Four elementary-level students with moderate mental retardation were taught to read sight words using a progressive time-delay procedure. All students acquired their target words and at least 50 percent of the incidental and observational words and definitions to which they were exposed. (Author/PB)

Suggests a variety of class activities using word banks. (MKM)

This study with 12 2nd- and 3rd-grade students with mild disabilities compared memory for new reading words following instructional sessions in which either word meaning or phonic cues were emphasized. The phonic instruction resulted in a greater number of words remembered either within sentences or on word lists. (Author/DB)

Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)

Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…

Sixteen moderately mentally retarded children, aged 9-13, were trained in sight words by manipulating pictorial stimuli (fading versus nonfading) in relationship to the word stimulus location (superimposition versus juxtaposition of picture and word), to orient the learner's attention to the word. Subjects who were trained using superimposition…

The study, with four mildly retarded primary-age students, found that constant time delay was an effective instructional strategy when students were taught to read sight words and that incidental learning also occurred as each student acquired some nontargeted spelling information. (Author/DB)

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…