Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings

1999 ◽  
Vol 6 (1) ◽  
pp. 8-16 ◽  
Author(s):  
G. Reid Lyon
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Reading Disorders

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Reading Development ◽  
First Grade ◽  
Reading Program ◽  
Phonological Recoding ◽  
Field Notes ◽  
Letter Sound ◽  
Grade Classroom ◽  
Individual Reading

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.

Speech-Language Pathologists' Attitudes and Involvement regarding Language and Reading

1988 ◽  
Vol 19 (4) ◽  
pp. 352-361 ◽  
Author(s):  
Michael W. Casby
Keyword(s):  
Public School ◽  
Reading Instruction ◽  
Oral Language ◽  
Reading Problems ◽  
Reading Disorders ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Integral Role ◽  
Speech Pathologist ◽  
Knowledge Competencies

A survey was conducted to explore public school speech-language pathologists' attitudes and perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Data indicated that public school speech-language pathologists believe they ought to be involved with children with reading disorders, yet they report that they are not involved to a great extent. Those surveyed also reported a present lack of competencies and available training to assist them in assuming a more integral role in the management of children who possess a reading disorder. ...the speech pathologist's role in reading instruction is something more than the identification and remediation of coexisting defects of articulation or auditory perception.... The speech pathologist has an essential contribution to make to the process of reading acquisition, in normal and language disordered children ?. The speech pathologist has the responsibility to assess and develop the linguistic prerequisites for reading, as well as to assist the child in developing the specific linguistic awareness required for reading (Rees, 1974, pp. 257-258). ...we believe that there is a significant amount of evidence to indicate that speech pathologists can make a very important contribution to the prevention and treatment of reading problems (Stark, 1975, p. 834). Because the speech-language pathologist is a specialist in the area of language, he/she is, in many cases, the best qualified to identify, assess and remediate the language-based reading problems exhibited by many reading-disordered children (Catts & Kamhi, 1986, p. 335).

Linguistic precocity and the development of reading: The role of extralinguistic factors

1995 ◽  
Vol 16 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Philip S. Dale ◽  
Catherine Crain-Thoreson ◽  
Nancy M. Robinson
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Literacy Skills ◽  
Book Reading ◽  
Second Phase ◽  
Language And Literacy ◽  
Two Phase ◽  
Verbal Abilities ◽  
Superior Level

ABSTRACTThe language and literacy skills of 21 children (aged 6;6), who were selected for linguistic precocity at age 1;8, are reported here. Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second phase is more closely related to language ability than the first. Phonological awareness, as indexed by a phoneme deletion task, appears to emerge as a consequence, rather than a cause, of early reading. There also appears to be a complex relationship among early interest in reading, instruction, and reading development. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

scholarly journals Problematyka nauczania umiejętności czytania w języku drugim/obcym w świetle najnowszych badań naukowych

Neofilolog ◽  
2009 ◽  
pp. 49-64
Author(s):  
Halina Chodkiewicz
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Strategy Instruction ◽  
L2 Reading ◽  
Reading Vocabulary ◽  
Research Findings ◽  
The Many ◽  
New Research ◽  
Discourse Organization ◽  
The Impact

The present paper aims to provide a selective overview of major issues pertaining to L2/FL reading instruction with special attention to new research findings in the field. The problems chosen to focus on are: fluency and speed of reading, reading/vocabulary connections, the impact of discourse organization on the effectiveness of reading and strategy instruction. It is shown that empirical investigations carried out in recent years have shed more light on the many variables contributing to the ultimate success in L2 reading development and complex interrelationships between them. The discussion throughout the paper is illustrated with brief reports on selected studies and the problem of research methodology in the area is also emphasized. Implications for classroom instruction requiring L2 learners’ participation in a variety of reading tasks are suggested.

Reading Skills in Down Syndrome: Implications for Clinical Practice

2021 ◽  
Vol 42 (04) ◽  
pp. 330-344
Author(s):  
Susan J. Loveall ◽  
Andrea Barton-Hulsey
Keyword(s):  
Down Syndrome ◽  
Clinical Practice ◽  
Phonological Awareness ◽  
Reading Instruction ◽  
Current Knowledge ◽  
Reading Development ◽  
Word Decoding ◽  
Decoding Skills ◽  
Children With Down Syndrome ◽  
Reading Subskills

AbstractThough children with Down syndrome can learn to read, they may have difficulty developing some component skills, including phonological awareness and word decoding. Given reading's foundation in language, speech-language pathologists (SLPs) should play a central role in supporting access to and providing reading instruction for children with Down syndrome. This article reviews the available research on reading in Down syndrome and offers guidance for SLPs working with this population. We start by reviewing the Down syndrome phenotype, highlighting physical features and cognitive and linguistic patterns of strength and weakness that impact reading development. Next, we define different reading subskills and outline typical reading development, including stages of prereading, learning to read, and transitioning to using reading as a tool for learning. We then use these stages to review what is known about reading in Down syndrome, including relevant intervention work. We also incorporate considerations for clinical practice. In particular, we encourage SLPs to advocate for supporting reading development in children with Down syndrome, to work with families to develop rich home literacy environments, and to work with educators to promote phonological awareness and decoding skills. Lastly, we note limitations in our current knowledge and include a call for more research.

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