According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into…

Wordless books offer a bounty of riches. The format is accessible to everyone regardless of language or reading ability, making the books ideal for use in international settings, classes with nonnative speakers, or families with adults or children who are struggling or emergent readers. They enrich the aesthetic lives and literacy skills of…

Homework is an instructional staple for most classroom teachers; however, considerable debate over the effectiveness of homework has been at the center of discussions among researchers, administrators, educators, parents, and students. Rather than continuing the battle as to whether or not homework enriches learning, it appears the more…

"Sounding out" is a cultural model capturing an image of reading that parents and children share, is found to enhance reading ability. The role played by "Sounding out" in parent's experiences with reading is described and how they apply their understanding of sounding out words to instructional interactions with their own children is described.

The teaching and learning of phonics are core elements of a balanced literacy program for people with intellectual disabilities. Studies have shown that individuals who have limited phonic and decoding skills will be unlikely to progress in their reading ability beyond an emergent level and are more likely to experience difficulty in…

One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial identification threshold is a multiplicative…

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)