Beginning readers and struggling readers need explicit, systematic instruction in phonemic awareness and phonics (Adams, 2008; Ehri,1992, 1998; Ehri, Nunes, Willows, Schuster, & Yaghoub-Zadeh, 2001; Gaskins et al., 1997; Moats, 2004; Morris, 2015; National Reading Panel, 2000; Reutzel, 2015). Ehri and McCormick's (2008) phases of word learning…

Undergraduates learned to read words spelled with novel letters under phonics or whole-word conditions through several overlearning trials, and vocalization latency of word recognition responses was measured. Whole-word instruction resulted in word recognition mechanisms similar to fully automated mechanisms, but phonics instruction did not.…

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 was designed to investigate the differences in effectiveness in teaching sight words to kindergarten children by using words only (no-picture group), words and simple pictures (simple-picture group), and words and complex pictures (complex-picture group). The subjects were 30 kindergarten children selected from two kindergarten classes.…

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

Three reading procedures for learning isolated words--whole-word, syllable-blending, and phonics-blending--were examined to determine which was the most effective for preschool children. The six preschool children in the study were divided into two groups to assess the effects of the length and number of different letters in a series of training…

Twenty first grade children were videotaped during their first six weeks of learning to read in a study of the modified synthetic phonics program and the four progressive stages of oral reading behavior (emergence, contextual, nonresponse, and postresponse). The approach used by the teacher emphasized learning new words through the concurrent…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…