The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme…

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self-modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and…

Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…

Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)

Learning to read a relatively irregular orthography, such as English, is harder and takes longer than learning to read a relatively regular orthography, such as German. At the end of grade 1, the difference in reading performance on a simple set of words and nonwords is quite dramatic. Whereas children using regular orthographies are already close…

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)

Three scanning/encoding training conditions were compared with a control condition in transfer tasks involving learning and recognizing six minimally contrasting, single-syllable word-like forms. The scanning/encoding treatments failed to differ from the controls in prereading kindergarteners, which was attributed to the difficulty of the transfer…

This study tested the effectiveness of Teams-Games-Tournament (TGT) for teaching basic reading skills. TGT is a classroom management technique which uses cooperative student teams, instructional games, and interteam tournaments in a particular combination. Fifty-three third-grade students were randomly assigned to either a TGT or a control…

The effects of four language units to teach inner-city children to read words and syllables were compared using 86 children from 4 kindergarten classes in an Oakland, California, elementary school. The language units and beginning reader approaches utilizing them were: the grapheme/phoneme (synthetic), the morpheme (similar spelling pattern), the…

Hannah is a Pacific island grade 1 teacher in a local village school. She has established a 90-minute daily literacy block in which she focuses on literacy-related activities. During these blocks, she notices many of her students having difficulty reading words she thinks they should know by sight. She wants to help her students learn frequently…

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the bureau to give structure and…

An investigation into the phonics and sight methods of reading instruction being taught in Uruguay schools seeks valid predictions in support of each approach. The study, written in Spanish, examines the progressive reading habits and abilities of 12 first-grade classes. Teachers assigned to teach each method uniformly had equivalent training and…