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…

Recently, the term "science of reading" has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing…

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…

In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language…

Reading is a multifaceted process consisting of many interacting components. A plethora of research is available on reading. Yet, there is inadequate exploration, which ascertains the effects of the interaction of different reading components and how they affect the reading performance of students with autism. This inter-correlational research…

The purpose of this article is to describe how teachers can foster strategic reading processes in their early literacy classrooms, and how to incorporate a Strategy Perception Interview to assist in documenting students' use and perceptions of these strategies. Descriptions of classroom instruction incorporating literacy strategies and…

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Prepared to guide the nonprofessional in helping another person learn to read, this book consists of systematic phonics for the remedial or beginning reader. Some of the pages in the book are addressed to the tutor and some to the learner. Introductory material includes descriptions of reading, the teacher, phonics, tools used in learning to read,…

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)

A limited analysis of alternative approaches to phonemic-level word attack instruction is provided in this document. The instruction segment begins with training in letter-sound correspondences for which mastery of certain skills is assumed. Instruction ends with the decoding of novel items having a consonant-vowel-consonant construction. Contents…

US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…

To determine the degree of emphasis on phonics instruction necessary for beginning readers, a study was conducted involving five pairs of four-year-old monozygotic twins. Randomly selected twins from each pair were exposed to two different levels of phonics instruction. In one group, the reduced treatment group, only one sound equivalent per…

Ninety-three first grade children participated in a study that examined the relationship among instructional materials, other factors such as test scores, and the growth and application of letter-sound correspondence knowledge. The study also sought to determine the importance of letter-sound correspondence knowledge in the acquisition and…