Apply phonics/word-study skills to reading connected text to build oral reading fluency in students with LD¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that resource-room reading instruction extend word-study teaching beyond isolated word reading into applying letter–sound knowledge while reading connected text, because students developed word-attack skills but too many continued reading at or below first-grade level. They state that "Focus on applying phonics/word-study skills to reading connected text may produce more robust gains in ORF among students with LD." The recommendation arises from the observed scarcity of such application instruction.

Design Implications¶

Context¶

Requirements¶

• Students must already be receiving phonics/word-study instruction on which the connected-text application can build.

Constraints¶

• The article frames this as a possibility based on descriptive observational data, not a tested intervention effect.

Target Learners¶

• Elementary students with learning disabilities receiving resource-room reading instruction

Target Learning Goals¶

• Oral reading fluency
• Word reading and decoding application

Related Strategies¶

• Decodable Text Reading Practice
• Phonics Instruction
• Systematic Synthetic Phonics

Examples¶

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Key Sources¶

• Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484