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Direct linkAbadzi, Helen – Prospects: Quarterly Review of Comparative Education, 2016
Reading programs for low-income populations often give disappointing results. Failures may be partly due to a neglect of practice in decoding letters. Visual stimuli are best learned symbol by symbol, with pattern analogies and much practice to unite smaller components and speed up identification. The prerequisite for comprehending volumes of text…
Descriptors: Poverty, Feedback (Response), Teaching Methods, Reading Programs
Peer reviewedAina, Olaiya E. – Canadian Journal of Research in Early Childhood Education, 2000
Discusses the role of word recognition in reading comprehension. Defines seven strategies for word recognition--configuration, dictionary analysis, syllabication, structural analysis, sight words, context clues, and phonetic analysis--and provides activities for teaching each. (JPB)
Descriptors: Class Activities, Decoding (Reading), Early Intervention, Reading Comprehension
Peer reviewedGreenwood, Scott C.; Bilbow, Melissa – Childhood Education, 2002
Explores and enumerates best practice in the upper elementary and middle grades regarding word identification, including phonics and other subskills. Identifies 16 word identification strategies to attain eventual comprehension, including focusing on consonants, word sorting, chunking, and word building. Identifies less effective strategies such…
Descriptors: Class Activities, Classroom Techniques, Decoding (Reading), Elementary Education
Woodward, Helen – 1987
Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…
Descriptors: Beginning Reading, Class Activities, Cognitive Development, Cues
Peer reviewedBeach, Sara Ann – Young Children, 1996
Discusses current research on how children understand the symbol system and its link to meaning; how they learn to write like authors, including editing and writing for different audiences; how they learn to become literary critics and to discover new worlds in books; and how different classroom contexts can encourage different types of literacy…
Descriptors: Childrens Literature, Class Activities, Classroom Environment, Decoding (Reading)
