GOVE’S GREATEST CONTRIBUTION?

By taking sides in the long-running ‘Reading Wars’ and terminating the existing model of early reading instruction with extreme prejudice, Michael Gove took one of the boldest, most contentious, unpopular and far-reaching decisions of his tenure as Education Secretary. This paper investigates the history, the battle lines, the weaponry and, if, indeed, he won the war, whether it resulted in more children in England being able to read. The results suggest that this, rather than his changes to curriculum and assessment, may be his greatest legacy.

The Promise of Comprehensive Early Reading Instruction for Children With Autism and Recommendations for Future Directions

Purpose Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Conclusions Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

LITERACY DEVELOPMENT DENGAN METODE FONIK BAGI ANAK USIA DINI

<p>Abstract<br />This article discusses the content and instructional plans of phonetic methods as well as word recognition to be used by early childhood for reading. The information provided is about the content of effective word recognition instructions. Guidelines are included based on this information as well as on some other aspects of reading instruction, they are, the development of spoken language, awareness of writing in print, reading aloud, and independent reading) which are important for any accessible and effective class program. This guide will assist educators in choosing programs that allow all children to be successful in learning to read. There are many objectives of teaching reading, including, of course, that children will read with confidence, that they will understand what they read, and that they will find a source of knowledge and pleasure from reading. To achieve this goal with all children, an effective classroom program of early reading instruction should be provided to children with various experiences related to a number of important aspects of reading.<br />Keywords: Literacy Development, Phonic Method, Early Childhood<br />Abstrak<br />Artikel ini membahas konten dan rencana instruksional dari metode fonik serta pengenalan kata untuk digunakan oleh anak-anak usia dini dalam membaca. Informasi yang diberikan adalah tentang isi instruksi pengenalan kata yang efektif. Pedoman disertakan berdasarkan informasi ini serta pada beberapa aspek lain dari instruksi membaca, yaitu, pengembangan bahasa lisan, kesadaran mengenai tulisan dalam bentuk cetak, membaca dengan keras, serta membaca lebih luas secara independen) yang penting bagi setiap program kelas yang dapat diakses dan efektif. Panduan ini akan membantu pendidik dalam memilih program yang memungkinkan semua anak menjadi sukses dalam belajar membaca. Terdapat banyak tujuan dari pengajaran membaca, tentu saja termasuk bahwa anak-anak akan membaca dengan percaya diri, bahwa mereka akan memahami apa yang mereka baca, dan bahwa mereka akan menemukan sumber pengetahuan dan kesenangan dari kegiatan membaca. Untuk mencapai tujuan ini dengan semua anak, program kelas yang efektif dari instruksi membaca awal harus diberikan kepada anak-anak dengan berbagai pengalaman yang berhubungan dengan sejumlah aspek penting dari membaca.<br />Kata Kunci: Literacy Development, Metode Fonik, Anak Usia Dini</p>

There is no evidence to support the hypothesis that systematic phonics should precede morphological instruction: Response to Rastle and colleagues

In a series of four articles, Rastles and colleagues have argued that early reading instruction should focus on systematic phonics, with morphological instruction only introduced later. We call this the “phonology first” hypothesis. We show that their theoretical motivation for the phonology first hypothesis is flawed, and that their review of the empirical evidence is biased and incomplete. We show that theory and current data lend support to the alternative hypothesis that instruction should target both phonology and morphology from the start.

There is no evidence to support the hypothesis that systematic phonics should precede morphological instruction: Response to Rastle and colleagues

In a series of four articles Rastles and colleagues have argued that early reading instruction should focus on systematic phonics, with morphological instruction only introduced later. We call this the “phonology first” hypothesis. We show that their theoretical motivation for the phonology first hypothesis is flawed, and that their review of the empirical evidence is biased and incomplete. We show that theory and current data lend support to the alternative hypothesis that instruction should target both phonology and morphology from the start.