Why phonics teaching must change

Educational Leadership

Volumn 66, Issue 1, 2008, Pages 77-81

  Herron, Jeannine ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51749096711     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Short Survey

References (11)

1. Adams, M. J. (1994). Beginning to read. Cambridge, MA: MIT Press.
2. Aylward, E. H., Richards, T. L., Berninger, V. W., Nagy, W. E., Field, K. M., Grimme, A. C., et al. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology, 61, 212-219.
3. Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. British Journal of Educational Psychology Monograph Series II, Number 1: Learning and Teaching Reading, 1(1), 7-28.
4. Ehri, L. (2004). Teaching phonemic awareness and phonics. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 153-186). Baltimore: Paul Brookes.
5. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
6. Moats, L. (1998, Spring/Summer). Teaching decoding. American Educator, 42-49, 95-96.
7. Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.
8. Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., et al. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203-1213.
9. Slavin, R. E., Karweit, N. L., Wasik, B. A., Madden, N. A., & Dolan, L. J. (1994). Success for all: A comprehensive approach to prevention and early intervention. In R. E. Slavin, N. L. Karweit, & B. A. Wasik (Eds.), Preventing early school failure (pp. 175-205). Boston: Allyn and Bacon.
10. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., et al. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.
11. Torgesen, J. K. (2004). Lessons learned from intervention research. In P. McCardle & V. Chhabra (Eds.), Voice of evidence in reading research (pp. 374-375). Baltimore: Paul Brookes.