Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of…

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…

A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and…

This article reports the outcomes of an experimental evaluation of "Read Well Kindergarten" (RWK), a program that focuses on the development of vocabulary, phonological awareness, alphabetic understanding, and decoding. Kindergarten teachers in 24 elementary schools in New Mexico and Oregon were randomly assigned, by school, to teach RWK…

Although "Corrective Reading Decoding" has been validated as effective over a wide range of students, there is a lack of information on its effectiveness with older students having intellectual and developmental disabilities (IDD). Thus, the purpose of this investigation was to determine the effectiveness of "Corrective Reading…

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

"Waterford Early Reading Level One"[TM] is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It begins with a tutorial to familiarize the child with the computer and mouse and a reading placement evaluation to assess and determine whether a child should work on "Level One"…