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Direct linkDominic Wyse; Charlotte Hacking – Literacy, 2024
This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the "Simple View of Reading." As well as noting some…
Descriptors: Decoding (Reading), Reading Instruction, Writing Instruction, Teaching Methods
Download full textPatricia F. Vadasy; Elizabeth A. Sanders – Grantee Submission, 2023
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…
Descriptors: Kindergarten, Young Children, Phonics, Reading Instruction
Patricia F. Vadasy; Elizabeth A. Sanders – Reading Psychology, 2023
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…
Descriptors: Kindergarten, Young Children, Phonics, Reading Instruction
Willingham, Daniel T. – Jossey-Bass, An Imprint of Wiley, 2017
Stop for a moment and wonder: what's happening in your brain right now--as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? "Why does it matter?" "The Reading Mind" is a brilliant, beautifully crafted, and…
Descriptors: Reading Processes, Cognitive Processes, Reading Skills, Reading Instruction
McKenna, John William; Shin, Mikyung; Ciullo, Stephen – Learning Disability Quarterly, 2015
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…
Descriptors: Mathematics Instruction, Reading Instruction, Learning Disabilities, Observation
Gordon, Lynn – Online Submission, 2010
Teaching students the most frequent sounds of the alphabet letters is the first crucial step in good phonics instruction. But beginning letter and sound lessons, especially if poorly taught or too rapidly paced, can be overwhelming and confusing for some young children and struggling readers. How can we simplify the cognitive task for such…
Descriptors: Preschool Children, Memory, Learning Disabilities, Reading Instruction
Blythe, John M. – Australian Journal of Educational & Developmental Psychology, 2006
This pilot study investigated the efficacy of "Phonics Alive 2: The Sound Blender", a computer-based phonological skills training program, delivered with both at-home and at-school components over a 10-week period, as a potential treatment of phonological dyslexia. Participants were 20 dyslexic primary students with an average delay of…
Descriptors: Reading Comprehension, Dyslexia, Interaction, Decoding (Reading)
Peer reviewedStott, D. H. – Reading Teacher, 1973
Descriptors: Cognitive Processes, Elementary Education, Learning Motivation, Learning Processes
Morris, Darrell; Perney, Jan – 1980
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…
Descriptors: Beginning Reading, Cognitive Processes, Kindergarten, Kindergarten Children
Peer reviewedDermott, R. Allan; And Others – Reading Improvement, 1979
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)
Descriptors: Basal Reading, Beginning Reading, Cognitive Processes, Grade 1
Conte, Richard; And Others – 1983
E. Boder and S. Jarrico have developed a test designed to measure the cognitive deficits underlying reading disabilities, which they claim will identify two basic reader subtypes: those with deficits in auditory-linguistic processing skills (dysphonetic) and those with the inability to process visual-spatial information (dyseidetic). To examine…
Descriptors: Classification, Cognitive Processes, Elementary Secondary Education, Language Processing
Smith, Carl, Comp. – 1990
Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reasearch about teaching and learning reading is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…
Descriptors: Cognitive Processes, Distance Education, Elementary Education, Higher Education
Majsterek, David J. – 1986
A study examined the performance on the Kaufman Assessment Battery for Children (K-ABC) for first grade students from a rural northwestern school who had received reading instruction via a structured, phonics-based reading program. Specifically, the study compared the performance of (1) three students scheduled for retention because of poor…
Descriptors: Cognitive Processes, Developmental Stages, Grade Repetition, Grade 1
BURMEISTER, LOU E. – 1966
THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN…
Descriptors: Associative Learning, Cognitive Processes, Grade 8, Grade 9
Minskoff, Esther – Brookes Publishing Company, 2005
Identifying the best way to help students who struggle with reading--whether they have learning disabilities, are English language learners, or just need extra support--is a challenge for any teacher. Schools can make that task easier with this indispensable resource, a complete guide to addressing each student's specific instructional needs and…
Descriptors: Reading Instruction, Reading Difficulties, Teaching Methods, Syntax
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