Effective Word Reading Instruction: What Does the Evidence Tell Us?

Autor/inn/en	Henbest, Victoria S.; Apel, Kenn
Titel	Effective Word Reading Instruction: What Does the Evidence Tell Us?
Quelle	In: Communication Disorders Quarterly, 39 (2017) 1, S.303-311 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740116685183
Schlagwörter	Instructional Effectiveness; Reading Instruction; Evidence; Teaching Methods; Reading Difficulties; Phonics; Decoding (Reading); Morphology (Languages); Phonemic Awareness; Educational Benefits + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Leseunterricht; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Reading difficulty; Leseschwierigkeit; Dekodierung; Morphology; Morphologie; Bildungsertrag
Abstract	This article is a report of recent evidence on methods for teaching young and struggling readers to read words. Specifically, evidence comparing synthetic and analytic phonics instruction was reviewed as well as the benefit of instruction in encoding and morphological awareness. The evidence reviewed suggests that instruction in synthetic and analytic phonics are both effective methods for teaching word reading to young and struggling readers and the inclusion of encoding in early reading instruction may provide added benefit. Furthermore, several investigations have found instruction in morphological awareness to be beneficial for improving young students' word reading. More research is needed to investigate the effectiveness of incorporating encoding and morphological awareness instruction into early reading programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01