Learning Disabilities Research and Practice · 1999 · 37 citations · 10 references
Effective Word-recognition InstructionLanguage DevelopmentAtypical Language DevelopmentEducationEarly Childhood EducationReading DisabilitiesChild LiteracyWord RecognitionLanguage AcquisitionReading DifficultiesReadingPrimary EducationLanguage StudiesSpecific Learning DisorderReading FailureEarly IdentificationPhonological AwarenessEarly Reading ProgramsLanguage DisorderEarly Childhood LiteracyWord Recognition InstructionSpecial EducationPhonicsLanguage ComprehensionLinguistics
Abstract This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read.
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