Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Communication Disorders Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lance, D. M.
Right arrow Articles by McCullough, K. C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Addressing Literacy

Effective Methods for Reading Instruction

Dee M. Lance

University of Central Arkansas, dlance{at}uca.edu

Brenda L. Beverly

University of South Alabama

Lea Helen Evans

Mississippi University for Women

Kim C. McCullough

University of Central Arkansas

As speech—language pathologists work more directly and in concert with educators to address reading problems in school-age children with language-based learning disabilities (LLD), knowledge of current methods in reading instruction will become critical. Eight methods found to be effective with typically developing children and children with LLD are outlined. Word identification is best trained using methods that rely upon knowledge of letter—sound correspondences in varying syllable contexts and word attack skills using letter—sound decoding and analogy. When learning reading comprehension, students benefit from methods that address vocabulary skills and text-level comprehension monitoring.

Communication Disorders Quarterly, Vol. 25, No. 1, 5-11 (2003)
DOI: 10.1177/15257401030250010201
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Communication Disorders QuarterlyHome page
A. Shaughnessy and D. Sanger
Kindergarten Teachers' Perceptions of Language and Literacy Development, Speech--Language Pathologists, and Language Interventions
Communication Disorders Quarterly, January 1, 2005; 26(2): 67 - 84.
[Abstract] [PDF]