Teaching suggestions are offered for teaching spelling to poor spellers strong in auditory processing skills but weak in visual processing skills. (Author/DB)

Consistency with flexibility can be provided in a remedial reading program for learning disabled elementary grade students with a seven-step program involving oral language remediation, alphabetic-phonetic instruction, auditory analysis, Glass analysis, (decoding, Glass, 1973) neurological impress, and strategies for comprehension. (DB)

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…

This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

The "Sound of the Day" is a color stimulation method of teaching reading in English, Chinese (both the characters and the orthographical pin-yin), and other languages. The method involves reviewing previously learned sounds, introducing a new sound each day, learning four new words which begin with the same sound, and then drawing and coloring…

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

The progress of 138 elementary students with specific learning disabilities was followed as they were instructed using the Alphabetic Phonics curriculum. After 3 years, the curriculum produced significant progress in reading comprehension for average and above average students, though below average students did not advance substantially in…

A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to…

This manual is designed to help Florida teachers incorporate assessment and instruction of phonological awareness into their pre-reading and reading curriculum. The first section describes what phonological awareness is and how it is related to reading instruction. It summarizes research evidence on the role of phonological awareness in reading…

This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…

This kit presents the "Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling, and Speech," a program designed to promote the development of an oral-motor, visual, and auditory feedback system that enables all students, including students with learning disabilities, to prove the identity, number, and order of phonemes in…

The application of learning styles to the teaching of reading to students with reading disabilities is critiqued in light of four factors: (1) inability to adequately assess learning styles; (2) failure to acknowledge the necessity of phonics instruction for beginning readers; (3) failure to consider the nature of reading disabilities; and (4)…

This document summarizes the final reports of five Colorado classroom projects funded to promote and evaluate effective instructional techniques for students with learning disabilities. (However, the projects also involved students who were not disabled.) The five projects dealt with: (1) effectiveness of using an edu-kinesthetic whole brain…

Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…

This guide to reading instruction for elementary and middle school students with learning difficulties covers a wide variety of practical instructional strategies founded in research and proven effective in classrooms. An introductory chapter notes the growing national emphasis on reading skills, especially research-based reading programs and the…