This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30-35 sessions by teachers in a one-to-one or one-to-two…

Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated.…

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the "Reading in…

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

The relationship between word synthesis and beginning reading achievement is tested. A stable direct relationship is evidenced between the two, regardless of the child's reading strategy. (JMF)

Young children's spelling errors are not haphazard but systematic and follow a developmental sequence as the children master the consistent use of correct spelling. This study examined the development in spelling stage and correctness of 14 inner-city elementary school children. (JD)

Compared the effect of two phonological training procedures (segmenting and blending or first sound identification and rhyming) on low-skilled kindergarten students' acquisition of reading and spelling skills. Both groups of students improved significantly in target skills, reading, and spelling. There were no significant differences between…

The reading achievement patterns of both impulsive and reflective second-grade students are examined under varying phonics approaches in beginning reading instruction. (JMF)

Develomental patterns in the reading and aural skills of 45 preschool, kindergarten, and first grade children, were assessed. Children with increasing reading abilities were progressively more successful in their ability to segment words in both aural and visual contexts. (FG)

Results of two experiments involving kindergarten and first grade students indicate that oral blending of dictated sounds into consonant-vowel-consonant words was markedly and significantly better when no pauses intervened between sounds than when pauses of one or three seconds intervened. Interactions between pause interval and word familiarity…

Experiments investigated the learning effects of two strategies (whole-word and segmented feedback) in beginning readers. Results from both experiments indicate whole-word sound feedback is more helpful than segmented feedback. (SM)

Two longitudinal studies examined the relationship between phonemic awareness and reading achievement in primary grades. Results found a significant correlation between kindergarten performance on phonemic awareness tasks and second-grade reading achievement. A three-year followup of low-scorers indicated that most of those students (who were a…

Findings from a study of 504 second grade students indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. (Author/IAH)

Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole…