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3Phonics Foundations
u “Weaknesses in basic decoding skills may be the most common and can be the most debilitating source of reading difficulties (Perfetti, 1985; Shankweiler et al., 1995; Stanovich, 1986; Vellutino, 1991; Vernon, 1971)” (Adams et al., 1998).
u Numerous studies show that poor word identification skills are strongly coupled with poor reading comprehension in both children (Perfetti, 1985; Rack, Snowling, & Olson, 1992; Stanovich, 1982; Vellutino, 1991) and adults (Bruck, 1990; Cunningham, Stanovich, & Wilson, 1990) (Adams et al., 1998).
u Recent studies of older struggling readers found that more than 60% of the participating students performed at very low levels on basic word-reading skills (Hock, Deshler, Marquis, & Brasseur, 2005; Hock et al., 2009; Leach, Scarborough, & Rescorla, 2003; Torgesen et al., 2007).
u Phonics instruction increases accuracy in decoding and word recognition skills, which in turn improves comprehension. It has a positive effect for students with disabilities, as well as struggling readers (National Reading Panel, 2000).
u Technology is a particularly effective method of fostering decoding automaticity because it affords students repeated opportunities to systematically practice new skills until they are mastered (Hasselbring & Goin, 2004).
RESEARCH & EXPERT OPINION
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