This article explores 11-year-old children's connections to prior knowledge and experiences while reading a wordless version of "Little Red Riding Hood." The study extends pre-existing research on reader response theories by focusing on images instead of written text. The approach taken places emphasis on the reader's active engagement,…

The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills…

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…

The attainment of basic early literacy skills at an early age is one way to ensure children become proficient readers as adults. Word recognition is an important basic early literacy skill that is related to reading fluency and overall reading competency. Incremental rehearsal (IR) is a flashcard technique that has produced strong outcomes for a…

This study investigated the effects of a reading intervention that integrated vowel pattern analysis and children's literature on the word decoding performance of second graders with reading disabilities. The intervention evaluated students' abilities to decode a set of training words using 3 common vowel patterns (syllable types), in isolation…

The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading…

Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)