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 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 study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…

Recent neurological breakthroughs in our understanding of the Critical Period Hypothesis and prosody may suggest strategies on how phonics instruction could improve L2 language learning and in particular phoneme/grapheme decoding. We therefore conducted a randomised controlled-trial on the application of prosody and phonics techniques, to improve…

Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

Describes experiments that examined the effects of orthographic similarity on lexical decisions and compared decision times to words when they are preceded by unrelated words. Results indicate that lexical decisions about spoken words were shown to be influenced by the spelling of an immediately preceding item. (SED)

Students aged 10-12, with and without learning disabilities, acquired knowledge implicitly about pseudoword pronunciation governed by one of two phonics rules. They were then asked to verbalize explicitly about the acquired knowledge. Students did not differ significantly in implicit knowledge capabilities, but student with and without learning…

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)

Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)

Forty kindergarten children participated in a study to determine (1) whether significant relationships existed among children's scores on various word boundary tasks, (2) whether scores on the individual tasks were significantly related to the children's ability to represent phonemic segments in their spelling, and (3) whether different…

Ninety-three first grade children participated in a study that examined the relationship among instructional materials, other factors such as test scores, and the growth and application of letter-sound correspondence knowledge. The study also sought to determine the importance of letter-sound correspondence knowledge in the acquisition and…

These are findings of theoretical interest from: (i) follow-up of a case study of a precocious reader; and (ii) normally developing readers who served as comparison groups. The precocious reader was first reported when 2-3 years of age (Cognition 74 (2000) 177). From 3 to 7 years of age her precocious reading development continued, her word…

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)