The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (Mage  = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences during 6 consecutive blocks of 3 weeks of phonics instruction...

Dyslexia has increased manifold over the last few years and may in part be due to unstructured teaching of spelling. For the English language, decades of research have gone into the study of phonics, the systematic instruction of letter to sound connections in context, culminating in the National Reading Panel in 2000. It has affirmed that phonics is an important ingredient in standard teaching...

Citation: Nicholson T and Tse L (2015) What are the criteria for a good intervention study? Response: “Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching”. Front. Psychol. 6:508. doi: 10.3389/fpsyg.2015.00508 What are the criteria for a good intervention study? Response: “Unrecognized ambiguities in validity of intervention r...

The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory ...

Teachers require interventions for students with intellectual disability (ID) that are simple, efficient, and can be implemented in the classroom versus interventions requiring isolation. The purpose of this review was to update the prior review by Joseph & Seery (2004) and to serve as a resource for parents, practitioners and researchers interested in the reading education of students with ID....

The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5–12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in the synthetic and analogy phonics groups received ...

In her review of the National Reading Panel's (NRP) report on phonics,Elaine Garan concluded that the report involved "a limited number of studies of a narrow population. . ."1 In this note, I will argue that this problem is not limited to the section on phonics: It also applies to the NRP's section on "fluency." It is only by omitting a large number of relevant studies, and misinterpreting the...

The Rose Report, commissioned by the Secretary of State for Education for England, recommended in March 2006 that early reading instruction must include synthetic phonics. This paper evaluates the extent to which research evidence supports this recommendation. In particular, a review of international research into the teaching of early reading shows that the Rose Report’s main recommendation on...