Put Reading First
A report from The National Institute for Literacy. The Research Building Blocks for Teaching Children
to Read. Click here to view the full report.
Long-Term Study of the Effectiveness of Synthetic Phonics
Click here to view a study from a U.K. school system that shows the effectiveness of synthetic phonics (Orton-Gillingham method). Click here for a detailed analysis (.pdf format) of a study entitled Methods of Teaching Reading: Key issues in research and implications for practice. Click here to view a Reading and Spelling with Synthetic Phonics: A Five Year Follow Up.
The following information has been taken from studies supported by the National Institutes of
Child Health and Human Development and documented in a paper entitled “Research in
Learning Disabilities at the NICHD”. Click here to view the full report
The ability to decode single words accurately and fluently is dependent upon the ability to segment
words and syllables into abstract individual sound units (phonemes).
The best predictor of reading ability/disability from kindergarten and first grade test performance is phoneme segmentation ability.
Reading disabilities (dyslexia) affect at least 10 million children, or approximately 1 child in 5.
Studies show that of the children who are reading disabled in the third grade, 74 percent remain
disabled in the ninth grade. Reading disability reflects a persistent deficit rather than a developmental lag in linguistic and reading skills.
Disabled readers do not readily acquire the alphabetic code when learning to read due to deficiencies in the processing of phonological processing. As such, disabled readers must be presented highly structured, explicit and intensive instruction in phonics rules and the application of the rules to print.
Systematic structured phonics instruction results in more favorable outcomes in reading than does a
context-emphasis (Whole Language) approach.
Click here to view the report entitled “Feedback on Oral Reading Most Effective Way to Teach Reading”
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