Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Abstract

This article describes a project that integrated basic educational research, the development of an instructional program, and its evaluation in a classroom setting. The program, called The ABDs of Reading, provided explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding. Recent research indicating the importance of phoneme skills in beginning reading provided a rationale for the program. The results of 2 years of program evaluation in New York City classrooms for learning-disabled children indicated that the program successfully teaches general decoding strategies. That is, instructed children were able to decode novel combinations of letters that were not presented in training. No extensive teachertraining, teacher-aides, or other unusual classroom support was required. The purpose of this article is to describe an instructional program that teaches basic decoding skills to learning-disabled children, to present the rationale for its development, and to present results of field trials designed to evaluate its effectiveness. The project was undertaken primarily to develop and evaluate curriculum materials. The work that was done addresses questions of current research interest and describes a process whereby basic educational research can be translated into usable school materials. The program was developed to serve as a supplement to whatever reading program is being used in the classroom. In the work to be reported here, it was used in remedial instruction. The program's instructional

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2. Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
   Lundberg, Ingvar, Frost, Jørgen, Petersen, Ole-Peter · 1988 · Reading Research Quarterly
3. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.
   Vellutino, Frank R., Scanlon, Donna M., Sipay, Edward R., Small, Sheila G. · 1996 · Journal of Educational Psychology
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5. Very Early Language Deficits in Dyslexic Children
   Hollis Shapiro Scarborough · 1990 · Child Development

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