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Direct linkEarle, Gentry A.; Sayeski, Kristin L. – Intervention in School and Clinic, 2017
Letter-sound knowledge is a strong predictor of a student's ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology,…
Descriptors: Reading Difficulties, Phoneme Grapheme Correspondence, Teaching Methods, Decoding (Reading)
Chilton, Molly Welsh; Ehri, Linnea C. – Reading Research Quarterly, 2015
An experiment compared the impact of more and less semantically connected sentence contexts on vocabulary learning. Third graders (N = 40) were taught the definitions and meanings of six unfamiliar verbs: "anticipate," "attain," "devise," "restrain," "wield," and "persist." The verbs were…
Descriptors: Vocabulary Development, Sentences, Semantics, Vignettes
Laugle, Kelly M. – ProQuest LLC, 2009
Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the…
Descriptors: Phoneme Grapheme Correspondence, Decoding (Reading), Kindergarten, Grade 1
