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"Systematic synthetic phonics" instruction had a positive and significant effect on helping disabled readers, low achieving students, and students with low socioeconomic status to read words more effectively than instruction methods that lacked this approach. Systematic Phonics instruction improved the ability of good readers to spell.
Explicit, systematic instruction is recognized as having a direct impact on student success, especially in low-achieving students and supports its use in phonics instruction. [ 5 ] [ 6 ] As well, research shows phonics instruction is useful to students of all ages [ 7 ] [ 8 ] and other research validates intense instruction in decoding skills ...
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
Learning to read can become exponentially more difficult for older students and adults who have fallen behind, creating grave concerns as the number of individuals struggling with literacy into ...
Teachers like me need training on how to teach students developmental reading skills
The NRP analyzed 16 studies showing that teaching oral reading fluency led to improvements in word reading, fluency, and reading comprehension for students in grades 1–4, and for older students with reading problems. Instruction that had students reading texts aloud, with repetition and feedback led to clear learning benefits. [8]
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