Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Word identification, multisensory, and comprehension instructional strategies are described for teaching students with reading difficulties. These include the analytic method, synthetic word families, syllabaries, Goodman's Reading Strategy Lessons, Fernald Technique, Cooper Method, Modality Blocking Procedure, Gillingham-Stillman Method,…

The use of visual phonics can help beginning readers or reading-disabled students overcome difficulties in word learning. The technique enhances the ability to identify grapheme-phoneme correspondences (usually appearing in the middle of words and useful for decoding) and prompts the learner to generalize these correspondences from one word to…

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

Identifies 14 types of context clues college graduate students use, but suggests that the classification scheme be used only to organize instruction, not to teach students to use such clues. Table and bibliography. (MD)

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)

Sees word formation as an economical, important means of building vocabulary. Gives examples showing several different word-building patterns. Sees as a reasonable teaching goal the gaining of competence only in "receptive" word formation, i.e., recognition. The student can learn to build new words only from simple, frequently recurring…

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

In a paired associate task, readers and prereaders were taught five words as oral responses, each word paired with a distinctive nonsense figure. The results raise doubts about the effectiveness of teaching beginning readers sight vocabulary words printed on flash cards. (RC)

Found eight-year-old British children less accurate at rejecting psuedohomophones than at rejecting ordinary nonwords in a lexical decision task. New Zealand children did not show the effect. Argues that the difference stems from British children's dependency on sounding out words. (SAK)

Six persons, ages 17-20, with moderate mental retardation were taught to identify 3 words by each of 2 different procedures--a fading procedure called the Task Demonstration Model and the Standard Prompting Hierarchy. The Task Demonstration Model produced fewer errors in acquisition, generalization, and maintenance. (Author/JDD)