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Direct linkYeung, Susanna Siu-sze; Savage, Robert – Journal of Learning Disabilities, 2020
Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was…
Descriptors: Teaching Methods, Phoneme Grapheme Correspondence, Reading Instruction, Elementary School Students
Ulicheva, Anastasia; Coltheart, Max; Saunders, Steven; Perry, Conrad – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article,…
Descriptors: Oral Reading, Russian, Pronunciation, Comparative Analysis
Download full textWai, Nicole; Chan, Ying; Zhang, Kaili Chen – International Journal of Special Education, 2014
This study examines the effectiveness of five spelling strategies used to teach junior secondary school students with dyslexia. Participants were 30 secondary school teachers in Hong Kong. The teachers commented on five spelling strategies: the phonological strategy, an integration of phonological and orthographical strategies, the rule-based…
Descriptors: Foreign Countries, Secondary School Students, Secondary School Teachers, Dyslexia
