Traditional tutoring for dyslexia relies on intensive instruction in phonemic awareness and the phonetic code. But such teaching is an arduous process for many students. Often progress is slow, relying heavily on repetition and “overlearning.” While basic decoding skills may […]
» Read moreReconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction (2020 – Journal Article and Open Access) (Bowers, Jeffrey S.)
» Read moreReading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers’ practices for teaching phonics and reading (2022 – Open Access) (Dominic Wyse, Alice Bradbury)
» Read morePhonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review (2019 – Journal Article) (Carole Torgerson, Greg Brooks, Louise Gascoine & Steve Higgins)
» Read moreSight Word and Phonics Training in Children With Dyslexia (2013 – Journal Article) (Genevieve McArthu, Anne Castles, Saskia Kohnen, Linda Larsen, Kristy Jones, Thushara Anandakumar, Erin Banales)
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