We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a…

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a…

Twenty-five second generation deaf signers (6-16 years old) participated in three experiments measuring their ability to classify fingerspelled and signed words and attend to the individual handshapes within fingerspelled words. Results revealed that Ss could discriminate fingerspelled words and decompose fingerspelling into the handshapes that…

The increase in studies of the interaction of readers' prior knowledge systems with language cues in print has been a significant trend in reading research. Current research questions reflect the belief that the prior knowledge systems of readers are a principal determinant of what a reader can learn and remember from text. Cognitive style…

The linear sequencing of correspondence rules in the Mod 2 reading programs creates problems for rule instruction and the efficient application of the rules during word decoding. Training forms are suggested for overriding possible interference brought on by isolating the alternative pronunciations of graphemes. Learning to classify major rule…

Suggests strategies which include risk-taking, monitoring one's own reading, and self-correction for helping beginning readers gain meaning from the printed word. (MKM)

Addresses the negative effects of poor decoding on reading comprehension and reviews successful remedial strategies used with poor readers. Proposes an extensive exposure to printed discourse as well as phrase and sentence reading used in successful remediation as keys to improving poor readers' comprehension. (RS)

Presents teaching ideas using the classified advertising sections of newspapers, noting that the ability to decipher classifieds ads is an important life skill. (SKC)

In order to have both fluent reading and good comprehension, the student must be brought beyond accuracy to automaticity in decoding. (JH)

For years, teachers thought that if students could learn to decode words accurately, they would be successful in reading printed text. While it is true that accuracy in decoding is important for fluency, it is not the entire story. Readers not only need to decode the words accurately; they also need to decode them effortlessly or automatically. …

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Discusses the use of syllabication in teaching decoding to beginning readers. (RB)

The effects of contextual words upon the identification of test words in sentences were studied with 21 hearing impaired children (seven to 12 years old). Significantly more correct discriminations were made on congruous and neutral sentences than on incongruous sentences indicating that hearing impaired children use contextual cues. (Author/SEW)

Reading disabled adolescents with specific learning disabilities were compared to normal adolescent readers and young normal readers (total N=48). Results showed that context facilitated both decoding and meaning recognition for normal readers, and reading disabled adolescents showed deficits on both tasks. (Author/CL)