ERIC Number: ED386863
Record Type: RIE
Publication Date: 1995-Feb-20
Reference Count: N/A
Word Recognition: Curricular and Instructional Implications for Diverse Learners. Technical Report No. 16.
Chard, David J.; And Others
Research-based instructional priorities in word recognition are considered as a framework for designing instruction for diverse learners. The framework involves teaching prerequisite skills in combination with word recognition instruction, teaching alphabetic understanding (i.e., letter-sound correspondence) in combination with word recognition, and teaching blending of words and encouraging readers to make sense of the words they blend. Use of the following curricular design principles is addressed: conspicuous strategies, strategic integration, mediated scaffolding, primed background knowledge, and judicious review. The paper concludes that primary emphasis on this framework and planful integration with other literacy activities may reduce the risk faced by diverse learners in beginning reading as it now is commonly taught. (SW)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.