The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/ posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency…

Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…

This paper presents a concise model of literacy assessment based on the "simple view of reading" and the "simple view of writing". The approach targets directly the key skills and knowledge involved in reading, writing and spelling. It stands in contrast to the less precise and potentially more subjective "always-in-context" and "always-authentic"…