This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the "whole language" reading movement that advocated for analytic phonics instruction and having…

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…

This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…

Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their…

We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter-sound correspondences. Comparisons were made between children in classes receiving a sufficient…

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)

Investigates the reading orientation of teachers who instruct students with special needs by using the Theoretical Orientation in Reading Profile. Finds that teachers in the study were not strongly associated with any one theoretical orientation but tended to be eclectic. Finds also that the teachers clustered primarily into two orientations:…

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)

Reports on a study that indicated the effectiveness of Scottish methods of teaching beginning reading to boys from working class homes. Describes the teaching methods used and concludes that Scottish success may be partially accounted for by early phonics teaching and by daily involvement of parents in children's reading. (GT)

Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)