A total of 46 children in Grades 2 and 3 with low word-level skills were randomly assigned to 1 of 2 groups that received supplemental phonics-based reading instruction. One group received intervention October through March (21.5 hours), and one group served as a control from October through March and later received intervention March through May…

An extensive research base on beginning reading acquisition and reading difficulties, developed over the past few decades, has important implications for the teaching of reading. Unfortunately, much of this research does not appear to be reaching teachers, whose knowledge is essential for scientific findings about reading to benefit children. This…

Half of a group of 32 reading-disabled second and third graders deficient in phonemic segmentation skills received specific skill training. Trained children were successful at significantly improving their performance on the phonemic segmentation task in contrast to controls who made no improvement. (Author/DB)

Compares reading disabled children with two matched reading-level normal control groups on indicators of phonological processing. Finds that a nonword reading deficit was not in itself diagnostic of developmental reading disability. Discusses processes involving two sources of knowledge for phonological recoding as explanations of results on…

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or…

A method of teaching phonics to primary grade disabled readers which combines analytic, synthetic, and linguistic methods is described. The method involves starting with sight words, starting phonics synthetically with consonants, teaching other consonants analytically, adapting linguistic methods for vowels, and encouraging the use of context.…

This study evaluated an alternative method of identifying early reading difficulty. From a sample of 1st and 2nd grade children, 47 were identified as dually discrepant in reading and compared with 28 children identified as low achieving. Single point measures of fluency and phonological awareness were not sensitive indicators of problems,…

Currently, definitions of "science", "reading", and "literacy" in the US lend a seemingly nonrelativistic permanence to these terms, and render them resistant to critique. This paper offers a theoretical frame for critiquing this permanence, analysing why early-literacy instruction is tightly tied to traditional forms…

This paper reviews recent experimental findings that inform our understanding of the development of reading comprehension. Studies investigating children who have specific difficulties with reading comprehension provide considerable information concerning the process involved in successful reading comprehension. This literature highlights aspects…

BEFORE ANY DIAGNOSTIC READING INSTRUCTION IS DONE, TEACHERS SHOULD DETERMINE THE INSTRUCTIONAL LEVEL OF THE CHILD AND SHOULD PINPOINT HIS SPECIFIC SKILL NEEDS BY CAREFULLY OBSERVING HIS ORAL READING BEHAVIOR. THE FOLLOWING SKILLS ARE SUGGESTED AS GOOD INDICATORS OF THE CHILD'S ATTEMPT TO APPLY PHONICS KNOWLEDGE--(1) THE USE OF CONTEXT TO PREDICT…

Summarizes role of language deficiencies in reading disability, focusing on two areas that appear critical to reading skill: language processing abilities and the awareness of phonological structure. Shows distinguishing characteristics of disabled readers to be consistent with theoretical and experimental findings about skilled reading, and to…

Studies of intensive phonics instruction are related to the issue of hyperlexia. Evidence on the incidence, frequency, and characteristics of hyperlexia does not support allegations that intensive phonics instruction interferes with development of reading comprehension skills. Hyperlexic children exhibit many symptoms of neurological impairment…

Presents a study where 12 poor readers of first grade were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by either blending sounds to form words, or cumulative introduction of whole words. Finds no initial difference, but finds different results in delayed posttest one…

Considers how poor readers at Key Stage 2 need ongoing support for reading development. Notes that they are frequently weak in the metacognitive skills that enable good readers to make their own progress and they require a repetition of much phonics material from Key Stage 1. Charts the development of a phonics booster programme for poor readers…

All consonant sounds involving the sound /y/ omit the letter Y, such as few, cute, immune, and view. Perhaps 75% of high school students whose formal reading level is below seventh grade will not be able to pronounce these words that contain the "invisible" Y sound. Good students usually do not have to be taught this pattern, but average…