Effects of instruction on the decoding skills of children with phonological-processing problems.
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.
Felton
R H
RH
Department of Neurology, Bowman Gray School of Medicine, Winston-Salem, NC 27157-1043.
D000161:Acoustic Stimulation; D002675:Child, Preschool; D004519:Education, Special / Q000458:organization & administration*; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007802:Language; D007859:Learning Disabilities / Q000175:diagnosis* / Q000628:therapy; D008297:Male; D010700:Phonetics; D011932:Reading; D012073:Remedial Teaching