The role of information-processing task analysis in linking psychological theory to instructional practice is illustrated with reference to reading. Two detailed information-processing models of decoding skills are compared to show how psychological considerations suggest the superiority of one model over the other as a basis for instruction.…

Provides a rationale and suggested exercises for teaching nonlinguistic decoding skills (training in eye movements and "syntactic anticipation") in adolescent and adult reading classes. (RL)

Suggests that automaticity in decoding, a prerequisite for skilled reading, results from direct instruction in decoding skills and extended practice in comfortable reading materials. (ARH)

This study examined the effects of phonemic analysis and synthesis on a reading analog task. Kindergarteners (n=31) who could not segment syllables into phonemes were assigned to a control group, segmenting training, or segmenting and blending training. Results suggest phonemic awareness skills are causally related to learning to read. (Author/BS)

Intermediate decoding refers to word analysis skills that are beyond a beginning, one-syllable level as described in an earlier NetNews issue, yet are just as important for building adult level reading proficiency. Research from secondary settings indicates that struggling readers in middle school or high school programs often read between the…

Presents a theoretical model of the writing process and suggests having students create a picture collage as an introduction to the various roles and stages in the writing process. (HTH)

To test the effects of selective attention on decoding skills, 23 children (grades 2 through 6) with learning disabilities were studied. Results showed that treatment directly improved the ability of the experimental groups to transfer spelling patterns learned in isolation to unknown words containing those patterns and improved the ability of Ss…

Two experiments with moderately mentally retarded students found that (1) adequate verbal instruction had a modest but significant effect on the subjects' ability to blend consonant sounds, and (2) training without pictorial prompts resulted in better blending than training with pictorial prompts. (Author/DB)

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

Presents six key questions to ask about any instructional resource. Suggests a few specific questions to ask when selecting decoding and comprehension games and manipulatives. Presents seven instructional games and manipulatives appropriate for classroom use. (MG)

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…

This study examined the efficacy of systematic and explicit instruction in phonic decoding for 6 elementary students with moderate intellectual disabilities. A multiple probe across behaviors with embedded changing conditions design was employed in order to analyze the effect of Direct Instruction on teaching the following skills with regard to…

This digest provides basic information on phonological awareness in the process of learning to read for students with learning disabilities. It considers how phonological awareness fits into this process and the special problems experienced by children with learning disabilities or from culturally diverse backgrounds. Suggestions for teaching…

A method of training pupils to read for total comprehension by an analytical approach is proposed. Specific techniques are suggested. (RM)