The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified…

Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with -- intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed. Background and rationale:…

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

Current Arabic reading instruction places strong emphasis on orthographic skills and little emphasis on phonological and morphological skills. Yet, the role of each skill in reading development in Arabic is not well understood. The purpose of this literature review was to examine the degree to which children learning to read in Arabic use…

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Reviews "The Nature of Vocabulary Acquisition" by Margaret G. McKeown and Mary E. Curtis. Focuses on three questions involving vocabulary acquisition: (1) What does it mean to know the meaning of a word?; (2) How does knowledge about word meanings develop?; and (3) What is the relationship between vocabulary knowledge and comprehension? (MM)

Taking a psycholinguistic approach, this paper presents an overview of vocabulary and word identification instruction. Sources for instructional procedures are discussed rather than detailed suggestions for teaching procedures. Five approaches to word identification are examined: sight vocabulary development, phonic analysis, structural analysis,…

Presents guidelines for teaching spelling, focusing on the issue of whether spelling instruction should be formal or informal, the use of word lists, efficient instructional procedures, effective methods for studying words, the need for systematic improvement of retention, and integration of spelling and writing. (RAE)

Addresses two broad issues: the current understanding of spelling development and how this understanding fits within a broader model of literacy development; and the implications of the developmental model for spelling instruction and word study. Suggests that it is essential that instruction balance authentic reading and writing with purposeful…

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)

Describes a procedure for teachers to follow when engaging in diagnostic testing in reading. Presents a method for analyzing word recognition samples relative to applied information in word attack skills. (FL)

Focusing on phonograms and generalizations about phonics, this paper presents a comprehensive letter-sound study. The first chapter discusses the phonogram component of phonics, the Arthur Gates study of phonograms in l928, the phonics generalizations studies of the l960s, and the lack of a comprehensive study of the letter-sound relationship. The…

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

The purpose of this paper is to suggest a point of departure for a coherent program of vocabulary growth. The paper offers three premises for a coherent program of vocabulary growth: (1) vocabulary is best learned as it functions in communication settings, (2) teachers can more effectively stimulate vocabulary growth if they attend more…

Reports evidence that some students have reading problems because of instructional emphasis on reading as "exact word reproduction," or of student tendencies to focus too keenly on word-attack skills. (RL)