Components of Effective Remediation for Developmental Reading Disabilities: Combining Phonological and Strategy-based Instruction To Improve Outcomes

Compares the efficacy of a combination of phonological and strategy-based remedial approaches for reading disability with that of each approach separately. Study was based on interventions with 85 children with severe reading disability. Results indicate that a combination of Phonological Analysis a...

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Bibliographic Details
Published inJournal of educational psychology Vol. 92; no. 2; p. 263
Main Authors Lovett, Maureen W, Lacerenza, Lea, Borden, Susan L, Frijters, Jan C, Steinbach, Karen A, De Palma, Maria
Format Journal Article
LanguageEnglish
Published 01.06.2000
Subjects
Developmental Disabilities
Elementary Education
Phonology
Program Evaluation
Reading Difficulties
Reading Strategies
Remedial Instruction
Teaching Methods
Word Recognition
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Summary:Compares the efficacy of a combination of phonological and strategy-based remedial approaches for reading disability with that of each approach separately. Study was based on interventions with 85 children with severe reading disability. Results indicate that a combination of Phonological Analysis and Blending/Direct Instruction and Word Identification Strategy Training proved superior to either program alone. (Contains 69 references and 8 tables.) (Author/GCP)
ISSN:0022-0663
DOI:10.1037/0022-0663.92.2.263