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Rose Brooks; Meesha Warmington; Jenny Thomson – Reading and Writing: An Interdisciplinary Journal, 2025
Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…
Descriptors: Teaching Methods, Vocabulary Development, Intervention, Phonemic Awareness
Margaret Vaughn; Dixie Massey – Peter Lang Publishing Group, 2024
Given the current emphasis on how to teach reading, also known as the debate on the "Science of Reading," this text addresses the fundamentals of reading instruction and provides practical evidence-based research and strategies to support students who may be experiencing reading challenges. With a keen focus on how to apply knowledge of…
Descriptors: Reading Difficulties, Reading Instruction, Teaching Methods, Teacher Competencies
Charlotte Webber; Hetal Patel; Anna Cunningham; Amy Fox; Janet Vousden; Anne Castles; Laura Shapiro – British Journal of Educational Psychology, 2024
Background: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of "additional" support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to…
Descriptors: Comparative Analysis, Phonemic Awareness, Phonics, Reading Instruction
Gonzalez-Frey, Selenid M.; Ehri, Linnea C. – Scientific Studies of Reading, 2021
Two methods of decoding instruction were compared. Participants were kindergartners who knew letter sounds but could not decode nonwords, M = 5.6 years. The segmented phonation treatment taught students to convert graphemes to phonemes by breaking the speech stream ("sss -- aaa -- nnn") before blending. The connected phonation treatment…
Descriptors: Beginning Reading, Decoding (Reading), Reading Instruction, Teaching Methods
Ehri, Linnea C. – Reading Teacher, 2022
A hallmark of skilled reading is recognizing written words automatically from memory by sight. How beginning readers attain this skill is explained. They must acquire foundational knowledge, including phonemic segmentation, grapheme-phoneme knowledge, decoding, and spelling skills. When these skills are applied, spellings of words become bonded to…
Descriptors: Phonics, Phonemic Awareness, Spelling, Phoneme Grapheme Correspondence
Mary Styers; Ashley Hunt – Online Submission, 2023
Reading Horizons partnered with LearnPlatform by Instructure to investigate the relationship between teacher implementation of Reading Horizons Discovery (RHD) and student literacy outcomes. The study involved 83 educators and 1,242 students across seven elementary schools in North Carolina during the 2022-23 school year. Researchers used mCLASS…
Descriptors: Reading Programs, Elementary School Students, Faculty Development, Program Descriptions
Jessica Alexander – ProQuest LLC, 2024
Mountain Park Elementary School, a pseudonym, near New York City saw a significant increase in newcomer English language learners (ELLs). A third of MPES students achieved proficiency on state assessments compared to 5% of ELLs. The theory of action predicted that if teachers were provided with opportunities to acknowledge and challenge their…
Descriptors: Culturally Relevant Education, English Language Learners, Multisensory Learning, Teaching Methods
Chapman, James W.; Tunmer, William E. – Review of Education, 2019
Reading Recovery (RR) was developed in New Zealand in the early 1980s to provide 30 minutes of daily individualised literacy instruction over 20 weeks for students struggling with learning to read after one year of formal schooling. Considerable research has been undertaken on the RR programme. While results indicate short-term success for some…
Descriptors: Reading Programs, Literacy Education, Individualized Instruction, Reading Difficulties
Henbest, Victoria S.; Apel, Kenn – Communication Disorders Quarterly, 2017
This article is a report of recent evidence on methods for teaching young and struggling readers to read words. Specifically, evidence comparing synthetic and analytic phonics instruction was reviewed as well as the benefit of instruction in encoding and morphological awareness. The evidence reviewed suggests that instruction in synthetic and…
Descriptors: Instructional Effectiveness, Reading Instruction, Evidence, Teaching Methods
McMahan, K. Melissa; Oslund, Eric L.; Odegard, Timothy N. – Annals of Dyslexia, 2019
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different…
Descriptors: Dyslexia, Teaching Methods, Reading Instruction, Intervention
Pullen, Paige Cullen; Lane, Holly B. – Learning Disabilities: A Multidisciplinary Journal, 2016
Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…
Descriptors: Manipulative Materials, Learning Disabilities, Decoding (Reading), Reading Fluency
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Lane, Holly; Pullen, Paige Cullen – TEACHING Exceptional Children, 2015
Decoding practice significantly improves students' reading proficiency and is particularly beneficial for those who have or who are at risk for reading difficulties. Finding effective ways to provide decoding practice for struggling readers can be a challenge for teachers. Still, this goal is essential for developing reading proficiency. The…
Descriptors: Decoding (Reading), Reading Skills, Reading Instruction, Reading Difficulties
Gillon, Gail; McNeill, Brigid; Denston, Amanda; Scott, Amy; Macfarlane, Angus – Topics in Language Disorders, 2020
This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language…
Descriptors: Evidence Based Practice, Phonological Awareness, Oral Language, Speech Impairments
Alber-Morgan, Sheila R.; Joseph, Laurice M.; Kanotz, Brittany; Rouse, Christina A.; Sawyer, Mary R. – Education and Treatment of Children, 2016
This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders…
Descriptors: Generalization, Language Acquisition, Spelling, Word Recognition