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Direct linkColenbrander, Danielle; Kohnen, Saskia; Beyersmann, Elisabeth; Robidoux, Serje; Wegener, Signy; Arrow, Tara; Nation, Kate; Castles, Anne – Scientific Studies of Reading, 2022
Purpose: Children learning to read in English must learn to read words with varying degrees of grapheme-phoneme correspondence regularity, but there is very little research comparing methods of instruction for words with less predictable or irregular spellings. Therefore, we compared three methods of instruction for beginning readers. Method:…
Descriptors: Reading Instruction, Teaching Methods, Kindergarten, Young Children
Marinus, Eva; Kezilas, Yvette; Kohnen, Saskia; Robidoux, Serje; Castles, Anne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…
Descriptors: Alphabets, Elementary School Students, Grade 1, Grade 2
Colenbrander, Danielle; Nickels, Lyndsey; Kohnen, Saskia – Australasian Journal of Special Education, 2011
Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to…
Descriptors: Intervention, Dyslexia, Reading Tests, Learning Processes
