To clarify the role of decoding in reading and reading disability, a model of reading is proposed, which holds that reading equals the product of decoding and comprehension. Three types of reading disability are posited, resulting from an inability to decode (dyslexia), an inability to comprehend (hyperlexia), or both (reading disability).…

This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the…

A discussion-oriented, direct approach to teaching decoding and spelling based on word origin and structure is proposed. The instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. (Author/JDD)

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)

Monitoring the effectiveness of reading education is central to the appraisal of the productivity of schooling, yet most measures currently being used do not take into account the full range of processes which lead to successful reading education. A model of indicators relevant to reading education (outcome, process, and input) can be used to…