This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an…

The author offers 16 sight word "tricks" that children can use to remember the spelling of 25 common sight words. Materials and techniques for teaching sight words are also suggested. (SBH)

A technique for teaching sight word vocabulary through combining common syllables was used with two neurologically impaired elementary grade students. (DB)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Teaching phonemic awareness can be boring and repetitive in the hands of a teacher who wishes to just use a workbook approach. This delightful book packs loads of fun into 75 lesson plans, providing educators with myriad creative strategies for integrating word study with children's picture books. Each lesson includes a read-aloud book…

The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)

Four elementary-level students with moderate mental retardation were taught to read sight words using a progressive time-delay procedure. All students acquired their target words and at least 50 percent of the incidental and observational words and definitions to which they were exposed. (Author/PB)

Suggests a variety of class activities using word banks. (MKM)

Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…

This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…

Fourteen students (ages 7-9) with reading difficulties were taught to create word-picture links for those words they find particularly difficult to recognize quickly. Students consistently learned more words when using the word association method. (DB)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…