The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic…

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…

A practicum addressed the high percentage of students who were experiencing difficulty with reading comprehension and vocabulary retention in a fifth-grade Drop Out Prevention class by implementing a supplemental whole-language program. Subjects were 19 fifth-grade students. An informal reading inventory, an attitude survey, and academic grades…

This article discusses ineffective practices and educational outcomes attributed to the whole language approach which may stem from other educational dynamics, such as failure to provide adequate training or mentoring to teachers, confusing language as a communication process with language arts skills, and failure to apply known principles of…

The 1993-94 school year was the first year of the Accelerating Literacy Program (ALP) of the Austin (Texas) Independent School District. The ALP used a grant from the Texas Education Agency to train elementary educators in the methods of a short-term reading intervention program based on the Reading Recovery/Whole Language theory. A group of 367…