There is a significant relation between the ability to spell words and an understanding of their meaning. (JD)

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…

Numerous instructional techniques have been used to teach sight word reading skills to individuals with developmental disabilities. The results of research incorporating paired associate instruction, in which familiar pictures are paired with unknown print stimuli, suggest that pictures ''block'' (i.e., interfere with) learners' ability to…

Provides a basic reading skills and spelling check list and a basic sight vocabulary list. (TO)

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)

To maximize effectiveness of instruction in daily living skills, teachers need procedures that are applicable to small group instruction, that promote generalization, and that can be replicated across skills. Eight moderately mentally retarded adults acquired and generalized daily living skills through a combination of instructions in reading…

Offers the rationale for switching from sight word cards to sight phrase cards and provides several other techniques to improve reading ability. (TO)

To determine a word's rank order of difficulty, the 63 words most commonly used in beginning reading were taught to 108 kindergarten children using one of three methods: phonic, kinesthetic, or meaningful context. (ST)

Presents three examples of how basal reading programs miss opportunities to build word and world knowledge: lack of focus on systematically building essential knowledge and vocabulary during teacher read-alouds and discussions aimed at building background knowledge; wasting time by including too many lessons on formal reading comprehension skills;…

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 study, involving six individuals with mental retardation or emotional disturbance, compared the effectiveness of four stimulus control procedures on attainment of sight vocabulary. Results indicated no clear advantage for any one of the four procedures (stimulus shaping, stimulus fading, time delay, and trial and error). (JDD)

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