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This article reviews the research literature that describes children who are unresponsive to generally effective early literacy interventions… (click here for link)
Phonic, used for “sounding out” words, is not necessary past the initial stages of learning to read…
Ground-breaking research in learning has found that children are primarily geared towards learning to read through storing words in the brain, and that phonics, used for “sounding out” words, is not necessary past the initial stages of learning to read.
As yet, there is no certifiable best method for teaching children who experience reading difficulties…
As yet, there is no certifiably best method for teaching children who experience reading difficulty (Mathes et al., 2005). For instance, research does not support the common belief that Orton-Gillingham–based approaches are necessary for students classified as dyslexic (Ritchey & Goeke, 2007; Turner, 2008; Vaughn & Linan-Thompson, 2003). Reviews of research focusing solely on decoding interventions have shown either small to moderate or variable effects that rarely persist over time, and little to no effects on more global reading skills. Rather, students classified as dyslexic have varying strengths and challenges, and teaching them is too complex a task for a scripted, one-size-fits-all program (Coyne et al., 2013; Phillips & Smith, 1997; Simmons, 2015). Optimal instruction calls for teachers’ professional expertise and responsiveness, and for the freedom to act on the basis of that professionalism.
Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction.