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Culturally, Linguistically and Ability Diverse Children, Youth and Families • Deaf Literacy • Disproportionality • English Language Development/ESL • Reading Instruction • Social Skills and Discipline • Study Skills • Additional Topics
April,
2000 In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension. For children with learning disabilities and children who are low achievers, systematic phonics instruction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruction consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes to form words. Moreover, systematic synthetic phonics instruction was significantly more effective in improving the reading skills of children from low socioeconomic levels. Across all grade levels, systematic synthetic phonics instruction improved the ability of good readers to spell. Read the complete National Institutes of Health (NIH) press release at http://www.nih.gov/news/pr/apr2000/nichd-13.htm Read
the full report - "Report of the National Reading Panel: Teaching
Children To Read" at http://www.nichd.nih.gov/publications/nrppubskey.cfm Swanson, H. Lee, with Haskyn, M. and Lee, C.(1999). Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes. This publication, available from Guildford Publications, Inc., is the "first comprehensive quantitative analysis of intervention research in the learning disabilities field. It synthesizes the results of 272 scientifically credible group and single subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent finding on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics."
Council
for Exceptional Children (CEC) Council
for Learning Disabilities (CLD) National
Center for Learning Disabilities (NCLD) National
Information Center for Children & Youth with Disabilities (NICHCY) International
Dyslexia Association Division
for Learning Disabilities
Southwest
Educational Development Laboratory Put
Reading First: Reading
Rockets LD
Online The
Learning Center Special
Kids The
Center for New Discoveries in Learning Child
Development Institute Different
Roads to Learning Reading
for Understanding in the Middle Grades Middle
School Reading Ideas |
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