Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms

By Janice F. Ryder, W. Tunmer, Keith T. Greaney. 2008

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a58d595c5f8b63fa5c0ca529d268907eec6f2662

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Christine Rubie-Davies
2. P. Blatchford
3. P. Bassett
4. Robyn Beaman
5. K. Wheldall
6. J. Buckingham

In Education

1. P. Bassett
2. P. Blatchford
3. R. Webster
4. Christine Rubie-Davies
5. Robyn Beaman
6. K. Wheldall
7. J. Buckingham
8. P. Brown

In Statistics and Probability

1. P. Blatchford
2. P. Bassett
3. K. Wheldall
4. J. Buckingham

Citations in the corpus

• Why poor children are more likely to become poor readers: the early years (2014, background): “…did yield medium-term benefits for reading were those which included instruction in phonemic awareness and alphabetic knowledge, indicating that making the connection to single sounds and print are crucial (Byrne and Fielding-Barnsley 1995; Ryder, Tunmer, and Greaney 2008; Duff and Clarke 2011).”
• Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “The importance of training for TAs is shown in studies that report that when TAs are given explicit training and scripted lessons, they are successful in promoting pupil learning (Alborz, Pearson, Farrell, & Howes, 2009 ; Ryder, Tunmer, & Greaney, 2008 ).”