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Direct linkMiles, Katharine Pace; McFadden, Karen E.; Ehri, Linnea C. – Reading and Writing: An Interdisciplinary Journal, 2019
This study, which was drawn from a larger published work, examined language proficiency and literacy skills predictive of learning content and function words via the commonly used practice of flashcard word reading, which tests word knowledge in isolation. The current study also investigated differences in word learning performance between…
Descriptors: Language Proficiency, Literacy, English (Second Language), Second Language Learning
Falk, Jodi L.; Di Perri, Kristin Anderson; Howerton-Fox, Amanda; Jezik, Carly – American Annals of the Deaf, 2020
The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/ posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency…
Descriptors: Intervention, Program Effectiveness, Students with Disabilities, Deafness
Clark, Margaret M. – FORUM: for promoting 3-19 comprehensive education, 2017
Languages differ in the way that speech and meaning are represented in written form: in English, the correspondences are variable. Thus, in learning to read in English there is need for an approach that combines alphabetic decoding and a mastery of sight vocabulary. Teaching children to read should develop from an analysis of the skills and…
Descriptors: Literacy, Written Language, Speech Communication, Phoneme Grapheme Correspondence
