Stanovich reviews significant findings from his research and speculates on differential responses to his work. He argues that we must let scientific evidence answer questions about the reading process.
Abstract:
Previous studies demonstrate that phoneme awareness training, particularly when combined with letter–sound teaching, results in improved reading and spelling development.
Abstract:
Two studies that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability.
Exemplary phonics instruction should build on a child's rich concepts about how print functions and build on a foundation of phonemic awareness. Effective phonics instruction is clear and direct and integrated into a total reading program.
The speed and accuracy with which 56 skilled or less skilled readers read words in and out of context was assessed in the fall and spring of the 1st grade by having both groups read random lists of words and coherent paragraphs.