The purpose of this study was to examine the relationship between English phonics (nonsense word fluency) and reading performance for 134 English language learners. First-grade nonsense word fluency scores had significant moderate to large correlations to three third-grade outcome measures: curriculum-based measurement in reading (0.65), Maze…

A multiple-baseline across participants was used to analyze the effects of adding multisensory elements to an explicit, systematic phonics program on the reading achievement of six students identified as treatment resisters. Participants were given 10 minutes of daily instruction in the supplemental program in addition to instruction in the…

The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic…

This article first examines recent theoretical and empirical research on reading development and instruction in English-speaking countries. Then, a study is described that examines the effects of a synthetic phonics-emphasis Direct Instruction remedial reading program on the phonological processes of students, with teacher-identified serious…

The purpose of this study was to examine the effectiveness of PALS (Peer Assisted Learning Strategies) for students who struggle with reading in first grade. Two groups of children were compared in terms of their reading fluency. The groups included English language learners (ELL) well as native English speakers. One group was instructed using the…

Scholastic's "System 44" is a foundational reading program intended for older struggling readers who have not mastered basic phonics and decoding skills. Combining researched-based phonics instruction with adaptive technology, "System 44" is designed to improve students' word reading accuracy, fluency, and comprehension. The…

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several…

This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's…

Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren (2005), this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade…

Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research…

The normal readers were able to read significantly more regular real words and nonsense words than were the learning disabled children. It was concluded that reading disabled children experience specific difficulty in learning to use the phonetic code to unlock unknown words. (Author/CL)

An approach to teaching phonics to children with special learning needs or reading difficulties is presented. The approach utilizes a sounding chart containing "clue boxes" to help children identify how letter patterns sound, and the method sequences generalizations according to difficulty. This article discusses testing, placement, and…

This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)