This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the…

This book lets readers see how children and youth learn words in the oral and written languages--and how teachers can best assist learners in the understanding, reading, and writing of words for successful literacy development. In the book teachers learn the differing rationales for using sound/symbol or phonics approaches in word learning, for…

Containing four sections of materials for workshop presenters to teach phonics and word recognition, this guide assists early reading program educators (grades K-3) in enhancing the Reading and Language Arts knowledge and skills of Texas students. Section 1, an introduction, defines the purpose of the guide and outlines six goals. Section 2,…

Describes the development of an informal syllabication instrument that has proven useful in determining the strengths and weaknesses of secondary school students' word attack abilities. (FL)

Includes short reports from four elementary school teachers about vocabulary development, stimulation of student writing, and the effects of parents' reading to their first-grade children. (RL)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

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)

As the first title in the new series, "New Directions in Communication Disorders Research: Integrative Approaches", this volume discusses a unique phenomenon in cognitive science, single-word reading, which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates…

This book explains the most effective ways to teach children to read. Chapters in part 1 are written in traditional textbook fashion and include seven different activities which apply the material in the book to classroom practice. Chapters deal with: (1) five key ideas about reading; (2) emergent literacy; (3) teaching word identification; (4)…

Instructors who accept responsibility for improving the spelling of their students, must, to be successful, turn that responsibility over to the students. Abjuring their position as rule givers, effective spelling teachers encourage students to pursue their study inductively by exploring the relationship of the spoken language to the written form,…

The aptitude treatment interaction hypothesis of Kaufman and Kaufman was investigated by examining the effects of matching teaching strategies with cognitive processing strength to increase disabled readers' (N=57) word recognition skills. Although results indicated a pattern supporting the predicted aptitude-treatment interaction, differences…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Designed for use by individuals studying on their own, teachers, self-help groups, audiologists, and other professionals working with individuals with hearing impairments, this manual provides 23 lessons for learning to lip-read. The lessons are organized to help the lipreader recognize how sounds look when they are spoken, thus leading to…

The middle school reading/literature instructor needs to determine where each student is in reading achievement and then assist each to achieve as optimally as possible. What might the teacher do to assist students to become good middle school readers? A major problem of middle schoolers is to be able to recognize a certain percent of words…