The six studies found concerning the effect of pure phonemic awareness training (without phonics) on reading comprehension gave a positive but modest overall effect size in favor of phonemic awareness training. Four studies had small samples, two showed no or very small effect sizes, and one inconsistent results. Three involved languages other than English. Such results do not support the popul...

Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core...

In this study, the relation between primary teachers’ actual disciplinary knowledge and teachers’ perceived disciplinary knowledge in three distinct areas of reading instruction (phonics, fluency/ vocabulary/comprehension, and assessment/intervention), as well as the relation between teachers’ experience and teachers’ background with these variables is investigated. Participants include Portugu...

In 2007 we felt very strongly that there was a need to publish research information in relation to the teaching of reading and in support of teachers who were struggling to understand phonics and its place in their pedagogy (Goouch and Lambirth 2007b). This followed a very crowded and enthusiastic conference when teachers, advisors and academics gathered together to challenge the findings of th...

Instructional procedures in literacy skills Gambian classrooms often adopt the conventional direct approach which includes spelling-reading-dictation without due attention to sound/letter connection. Although English remain fundamental proof of formal education Gambia, proficiency reading and writing is very low among most pupils lower basic schools. Phonics instruction reinforces letter-sound ...