This mixed-methodology study explores the impact of the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) program on the reading success of English Language Learners (ELL) at a Title 1 public school in the Southeastern United States. The literature review emphasizes the importance of educator training and…

This study compares the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) to teach decoding and word reading to four students, 7 to 9 years of age, with intellectual disabilities (ID) in the mild to moderate range. An adapted alternating treatment design was implemented to assess the two methods. The results…

The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which…

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and…

This quasi-experimental study explored a response-to-intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at-risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade…

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from…

Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of…

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…

Given that there are no spaces between words in Chinese, how words are segmented when reading is something of a mystery. Four Chinese characters, which either constituted one 4-character word or two 2-character words, were shown briefly to subjects. Subjects were quite accurate in reporting the 4-character word, but could usually only report the…

The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1…

This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…

Nist and Joseph (2008) have confirmed earlier research showing that adding and interspersing a large number of time-consuming learning trials targeting known items (e.g., incremental rehearsal (IR) or interspersal) retards student learning rates. In addition, their current study has confirmed earlier research that adding and interspersing known…

Research demonstrates that students learn to read words in contextual guessing, letter-sound decoding, analogy, and insight. The reading subtest results had demonstrated that the students in the word detectives group read significantly more words correctly than the students in the benchmark word identification program.

Attacks the whole-word, or "look-say," method of teaching reading, widely used in the United States since 1836. Cites evidence to support this method as the sole reason for the high functional illiteracy rate in the U.S. Recommends the use of intensive phonics as the solution to America's reading problem. (NJ)