Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

Word boxes and word sorts are two word study phonics approaches that involve teaching phonemic awareness, making letter-sound associations, and teaching spelling through the use of well-established behavioral principles. The current study examines the effectiveness of word boxes and word sorts. Findings revealed that word boxes and word sort…

Offers a framework for improving instructional tools in beginning reading with emphasis on their importance for children with diverse learning needs. Bases rationale on current practices and challenges of increasing diversity in classrooms. Identifies critical dimension or big ideas of beginning reading and relates it to curriculum design…

Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)

The papers in this volume represent thoughts about the state of the art of teaching reading (with an emphasis on persistent problems) of many recognized authorities in the field of reading education. Eight of the articles were originally presented at a joint Reading Hall of Fame and International Reading Association (IRA) symposium at the IRA…

This paper focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning. Research results show that children benefit from strategy instruction occurring within classroom cultures that support collaborative discourse,…

Research literature is reviewed that shows a relationship between phonemic skills and learning to decode written words. Several tests that can be used to assess phonemic skills are described. The role of the school psychologist in screening and monitoring kindergarten and first grade children for possible deficits in phonemic skills is discussed.…

This manual is designed to help Florida teachers incorporate assessment and instruction of phonological awareness into their pre-reading and reading curriculum. The first section describes what phonological awareness is and how it is related to reading instruction. It summarizes research evidence on the role of phonological awareness in reading…

This paper reviews the research on use of American Sign Language in elementary classes that do not include children with hearing impairment and also reports on the use of the manual sign language alphabet in a primary class learning the phonetic sounds of the alphabet. The research reported is overwhelmingly positive in support of using sign…

This article reviews the evidence for balanced literacy instruction in the elementary years. The case is made that the balanced instructional model is particularly appropriate and beneficial for students who have initial difficulties in learning to read and write. Key features of successful reading instruction programs are described. (Contains…

This executive summary discusses our current understanding of the difficulties that children with reading/learning disabilities encounter as they start down the road to reading and summarizes research on early identification and intervention. The focus is on children in kindergarten through second grade. Findings from the analysis indicate: (1)…

This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…

The application of learning styles to the teaching of reading to students with reading disabilities is critiqued in light of four factors: (1) inability to adequately assess learning styles; (2) failure to acknowledge the necessity of phonics instruction for beginning readers; (3) failure to consider the nature of reading disabilities; and (4)…

As part of a continuing series, this book contains 27 conference papers, which reflect the theme of reading as a process of creating meaning for sensed stimuli. Titles, among others, cover the following topics: (1) writing and reading in a balanced curriculum; (2) the creation and discovery of meaning; (3) learning disabilities; (4) key words and…

Evidence regarding the centrality of word recognition to the reading process is considered, based on a review of research on beginning reading from 15 secondary sources. The research includes diverse learners who are low performers, learning or reading disabled, remedial readers, high achievers, culturally disadvantaged, language delayed, and…