Strategies for initial reading instruction

Camp, Linda; Winbury, Nancy E.; Zinna, Danielle R.

doi:10.1007/bf02658609

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…However, such instruction can be accomplished at any age level and is critical to success in teaching decoding skills. Phoneme awareness training programs are described by Ball and Blachman (1991);Blachman (1987); Camp, Winbury, and Zinna (1981); Lewkowicz (1980);Liberman, Shankweiler, Camp, Blachman, and Werfelman (1980); Lie (1991); Lindamood and Lindamood (1975);and Rosner (1975).…”

Section: Implications For Instructionmentioning

confidence: 99%

Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems

Felton

1993

J Learn Disabil

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This article reviews research carried out by the Bowman Gray Learning Disabilities Project concerning the role of instruction in the acquisition of word-identification (decoding) skills in children at risk for reading disabilities. A group of 81 kindergarten children were identified as at risk for reading disabilities based on teacher assessment and weak or deficient phonological-processing skills. These children were classified as to type of phonological-processing problem (i.e., phonological awareness or retrieval of phonological information) and were randomly assigned to either a Code or Context instructional method for first and second grades. Children who received Code instruction scored higher than children receiving context instruction on a variety of reading and spelling measures at the end of first and second grades. The elements of the Code instructional program considered critical to the success of a beginning reading instruction program for children with phonological processing problems are discussed.

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Section: Implications For Instructionmentioning

confidence: 99%

Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems

Felton

1993

J Learn Disabil

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“…For example, in psycholinguistic models, contextual cues (as a class of antecedent stimulus events) have been considered an important variable in proficient reading (Clay, 1979; Goodman, 1967;Smith, 1982). 1984) 17, [111][112][113][114][115][116][117][118][119] NUMBER I (SPRING 1984) more, in terms of reading instruction, the implication has been that increasing the reader's use of contextual cues would result in more proficient reading (Camp, Winbury, & Zinna, 1981;Simpson, 1972). However, with the exception of a study that manipulated a low-progress reader's attention to contextual cues during remedial reading (Wong & McNaughton, 1980), there is little empirical evidence that attests to the efficacy of this instructional technique in enhancing reading proficiency in good or retarded readers.…”

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confidence: 99%

Antecedent Control of Oral Reading Errors and Self‐corrections by Mentally Retarded Children

Singh

1984

J of App Behav Analysis

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Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated text were evaluated against no-previewing. In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed. Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no-previewing. The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading. DESCRIPTORS: oral reading, self-corrections, antecedent control, retarded childrenAlthough the majority of applied behavioral research in the classroom has dealt with the management of student behavior, a few studies have focused on the enhancement of academic achievement. Procedures most frequently used to change student performance have involved the manipulation of consequent stimuli (Ruggles & LeBlanc, 1982). Student performance in a wide range of academic subjects has been enhanced through direct reinforcement of correct responding,

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Are we assessing the linguistic factors critical in early reading?

Blachman

1983

Annals of Dyslexia

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Strategies for initial reading instruction

Cited by 5 publications

References 16 publications

Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems

Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems

Antecedent Control of Oral Reading Errors and Self‐corrections by Mentally Retarded Children

Are we assessing the linguistic factors critical in early reading?

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