The last 25 years have seen tremendous advances in the study of psychological processes in reading.
A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature.
Stanovich reviews significant findings from his research and speculates on differential responses to his work. He argues that we must let scientific evidence answer questions about the reading process.
Abstract:
Previous studies demonstrate that phoneme awareness training, particularly when combined with letter–sound teaching, results in improved reading and spelling development.
Abstract:
Two studies that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability.
Exemplary phonics instruction should build on a child's rich concepts about how print functions and build on a foundation of phonemic awareness. Effective phonics instruction is clear and direct and integrated into a total reading program.