• Corpus ID: 14902584

Procedures for word learning: Making discoveries about words

  title={Procedures for word learning: Making discoveries about words},
  author={Linnea C Cress and Cheryl O Hara and Colleen Donnelly},
any first graders appear to make discoveries about words and learn to read without explicit instruction. Being read to, reading and rereading favorite books, inventing spellings, and composing text seem sufficient to get them on the road to becoming readers. However, other equally bright first graders, with similar backgrounds, experience this same rich literacy environment but do not learn to read. These are the students we teach-children who have failed in their initial attempts to learn to… 

Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers

First, second, and third graders (N = 102) who had completed from 1 to 3 years of literacy instruction in other schools and had experienced failure entered a private school for struggling readers and

Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of

Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

Recent findings indicate that OM to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics.

Essentials of Assessing, Preventing, and Overcoming Reading Difficulties

Terms defined Orthographic mapping the process students use to turn unfamiliar written words into instantly accessible “sight words”. Sight Word any word that is instantly recognized regardless of

The Fish Strategy

grade level now although he is actually in the fourth grade. He has established a basic sight vocabulary and knows consonant sounds. He has been unable to learn the vowel sounds and rules and

Align Decoding Instruction with the Stages of Reading Development

  • Education
  • 2011
A S IT HAS become increasingly apparent that substantial numbers of children are failing to become skilled readers, a consensus is emerging among reading researchers, practitioners, and policy makers

Fluency in Reading Irish as L1 or L2: Promoting High-frequency Word Recognition in Emergent Readers

A body of research has identified fluency and efficient word recognition as critical components of reading both in L1 and L2, showing a significant positive correlation between reading fluency and

Catch Them Before They Fall

One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up. As several studies have now documented, the poor first-grade

The Effects of Orthographic Pattern Intervention on Spelling Performance of Students With Reading Disabilities

Although the orthographic processing skill of recognizing and producing letters and letter patterns has been established as an important skill for developing spelling, a majority of the research

Using Word Wall Activities in Early Childhood Classrooms

This article describes an action research study of student word identification. The targeted population consisted of Pre-Kindergarten students in three elementary schools located in mid-western



Development of the ability to read words: Update.

Although written English displays three types of units that make contact with readers’ knowledge of language, letters, words, and sentences, readers’ eyes come to favor words as the units that are

A Decoding Program for Poor Readers--And the Rest of the Class, Too!.

What do you do to help poor readers break the code when, by the time they walk through your door, they have been exposed to bits and pieces of numerous approaches to decoding—and failed in all of

Learning to read: an unnatural act

The six-year-old's sight is as good as the adult's (Amigo 1972), and his hearing is nearly so (Elliott and Katz 1980). The child has an excellent memory (Mandler, in press), and his learning ability

Learning to read : basic research and its implications

Contents: Introduction. Part I: Principles and Theories. I.Y. Liberman, D. Shankweiler, Phonology and Beginning Reading: A Tutorial. K.E. Stanovich, Changing Models of Reading and Reading

The Reciprocal Relationship between Research and Development: An Example Involving a Decoding Strand for Poor Readers

A 5-year research and development project that led to the creation of a decoding program for poor readers in Grades 1–8 and the results of the research along the way were consistent with the conclusion that the word identification program enabled students to become better decoders and allowed them to make small gains in spelling, vocabulary, and comprehension.

Using What You Know to Figure Out What You Don't Know: An Analogy Approach to Decoding.

Development and implementation of an approach to decoding in which students use words they know to decode words they do not know are discussed. We begin with a review of the literature and a

Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning after Phonologically- and Strategy-Based Reading Training Programs.

Individuals with dyslexia have difficulty generalizing from word identification training. This study compared 2 firls of word identification to promote transfer of learning by children with dyslexia.

Representations and awareness in the acquisition of reading competence

  • Representations and awareness in the acquisition of reading competence
  • 1991