Development of Sight Word Reading: Phases and Findings

2008 ◽  
pp. 135-154 ◽  
Author(s):  
Linnea C. Ehri
Keyword(s):  
Word Reading ◽  
Sight Word ◽  
Sight Word Reading

Teaching sight word reading in a group instructional arrangement using constant time delay

1990 ◽  
Vol 1 (2) ◽  
pp. 81-96 ◽  
Author(s):  
David L. Gast ◽  
Mark Wolery ◽  
Lowry L. Morris ◽  
Patricia Munson Doyle ◽  
Stacie Meyer
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Constant Time Delay ◽  
Constant Time ◽  
Sight Word ◽  
Sight Word Reading ◽  
Instructional Arrangement

Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition

1997 ◽  
Vol 20 (2) ◽  
pp. 104-125 ◽  
Author(s):  
Joanna K. Uhry ◽  
Margaret Jo Shepherd
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Word Reading ◽  
Individual Case ◽  
Response To Treatment ◽  
Individual Response ◽  
Phonological Recoding ◽  
Sight Word ◽  
Nonword Reading ◽  
Sight Word Reading

This training study combines within-subjects comparisons of several literacy tasks with individual case studies of children with dyslexia over a five-month reading intervention. It was hypothesized that 12 first- and second-grade children with deficits in phonological processing could be taught to use phonological recoding strategies through direct-instruction tutorials. Training included (a) phonological awareness in the form of instruction in segmenting and spelling, (b) letter-sound associations, and (c) guided reading using both phonics-controlled and narrative-controlled text. As a group, the children made significant gains in standard scores on sight-word reading, nonword reading, and spelling. After training, contrary to previous descriptions of children with dyslexia, nonword reading was at least as strong as sight-word reading for the group and for eight of the 12 individual children. There was a great deal of variation in individual response to treatment, with less progress for children with concomitant deficits in phonological awareness and phonological coding in lexical access as measured by rapid continuous, or serial, naming.

Evaluating a Computer-Based Sight-Word Reading Intervention in a Student With Intellectual Disabilities

2012 ◽  
Vol 28 (4) ◽  
pp. 354-366 ◽  
Author(s):  
Jared Yaw ◽  
Christopher H. Skinner ◽  
Michael C. Orsega ◽  
John Parkhurst ◽  
Joshua Booher ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Reading Intervention ◽  
Word Reading ◽  
Sight Word ◽  
Sight Word Reading ◽  
Computer Based

scholarly journals ANALYSIS OF RESPONSE REPETITION AS AN ERROR-CORRECTION STRATEGY DURING SIGHT-WORD READING

2005 ◽  
Vol 38 (4) ◽  
pp. 511-527 ◽  
Author(s):  
April S. Worsdell ◽  
Brian A. Iwata ◽  
Claudia L. Dozier ◽  
Adrienne D. Johnson ◽  
Pamela L. Neidert ◽  
...  
Keyword(s):  
Error Correction ◽  
Word Reading ◽  
Response Repetition ◽  
Sight Word ◽  
Sight Word Reading
Sign in / Sign up

Export Citation Format

Share Document