Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility

Abstract

This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read.

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