The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (N = 54) and without dyslexia (N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling…

We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible…

The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization--this generalization unifies…

The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of…

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of…

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers…

Alphabetic Phonics, a sequential language curriculum, is an extension of the Orton-Gillingham-Childs multisensory teaching method. The curriculum includes modern behavioral, psychological, and educational theories and practice. Developed initially as remediation for dyslexics, Alphabetic Phonics is succeeding both with small groups of severely…

The article describes the Alphabetic Phonics Teacher Training Programs which focuses on incorporating multisensory instruction with a more "old-fashioned" phonics-first basic presentation of reading for dyslexic children. Suggestions are made for infusing the approach into the regular classroom and into teacher preparation programs. (CL)

Data from a 10-year study involving over 1,000 dyslexics, age 7-15, went into the development of the Alphabetic Phonics curriculum. One aspect of the curriculum, the Syllable Division Formulas, is described. It emphasizes scientific, automatic, multisensory procedures for dividing longer words into easily read syllables. (Author/JDD)

An auditory rhyme detection task was employed to examine orthographic code development in 27 reading-disabled and 27 normally achieving children (ages 7-11 years). It was concluded that children with a reading disability have a lessened ability to automatically access and make available stored lexical information relating to orthography.…

Two groups of first graders (n=63) participated in a 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Children receiving phoneme instruction improved accuracy of final pattern spelling as well as speed of word reading over children receiving rime instruction. (Contains…

This paper argues that the ability to rapidly compare phonemes is a primary sensory-cognitive function underlying self-correction in word recognition and spelling and thus, indirectly, reading comprehension. Such phonological defects can be addressed both preventively and remedially using procedures that are fundamentally different from typical…

Discusses why the proven-effective reading instruction method (phonics instruction alongside an ample emphasis on meaning and connected reading) is not adopted by classroom teachers and compares today's situation with that of 30 years ago as recounted by Jeanne Chall in "Learning to Read: The Great Debate" (1967). (CR)

Recently, investigators have begun to pay increasing attention to the role of teachers' domain-specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third grade teachers' actual and perceived reading related subject matter…