Dyslexia (DYS) can be defined as a reading disorder that is not caused by sensory or cognitive deficits, or by a lack of motivation or adequate reading instruction. Remediation of a deficit in phonological processing has been the focus of most DYS interventions to date, but these studies have had despairingly little impact on generalized reading…

A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and…

A phonics-based reading curriculum in which students used an iPad to respond was created for students with developmental disabilities not able to verbally participate in traditional phonics instruction due to their use of augmentative and assistive communication. Time delay and a system of least prompts used in conjunction with text-to-speech…

This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…

This study examined a Pseudoword Phonics Curriculum to determine if this form of instruction would increase students' decoding skills compared to typical real-word phonics instruction. In typical phonics instruction, children learn to decode familiar words which allow them to draw on their prior knowledge of how to pronounce the word and may…

At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons,…

This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme--phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read…

Students enrolled in six developmental reading classes offered during a 16-week semester or a 6-week summer session at El Camino College (California) were pre-tested with the California Phonics Survey (form 1) to determine their phonic abilities. Students enrolled in eight concurrent developmental writing classes were similarly tested. Those from…