The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

@article{Ehri2020TheSO,
  title={The Science of Learning to Read Words: A Case for Systematic Phonics Instruction},
  author={Linnea C. Ehri},
  journal={Reading Research Quarterly},
  year={2020},
  volume={55}
}
  • L. Ehri
  • Published 30 August 2020
  • Education
  • Reading Research Quarterly
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28 Citations
Highly Influential Citations
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28 Citations

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TLDR
The science of reading is revisited through an epistemological lens to clarify what constitutes evidence in the science ofReading and to offer a critical evaluation of the evidence provided by theScience of reading.
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EFL literacy instruction as reflected in elementary school textbooks in Israel
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Abstract — The study of reading mechanisms is an urgent multidisciplinary fundamental scientific problem. Several reviews on the psychophysiology of reading have been published in Russian in recent…
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This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy…
Cortical asymmetries at different spatial hierarchies relate to phonological processing ability
The ability to map speech sounds to corresponding letters is critical for establishing proficient reading. People vary in this phonological processing ability, which has been hypothesized to result…
Maximising access to reading intervention: comparing small group and one‐to‐one protocols of Reading Rescue
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References

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Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words
ABSTRACT Two methods of decoding instruction were compared. Participants were kindergartners who knew letter sounds but could not decode nonwords, M = 5.6 years. The segmented phonation treatment…
Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders
An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the words when spellings are no…
Orthography Facilitates Memory for Proper Names in Emergent Readers
Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students
Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long…
Orthographic mapping and literacy development revisited
Learning to Read Words on Flashcards: Effects of Sentence Contexts and Word Class in Native and Nonnative English-Speaking Kindergartners
Spelling pronunciations help college students remember how to spell difficult words
Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to…
The lexical quality hypothesis
The role of orthography in oral vocabulary learning in Chinese children
Abstract Previous research has shown that the presence of English word spellings facilitates children’s oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in…
Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students
The study examined whether exposure to spellings of new vocabulary words improved monolinguals’ and language minority (LM) students’ (n = 25) memory for pronunciations, meanings, and spellings of the…
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