Loading...
Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle Wang, Hua-Chen Arrow, Tara Castles, Anne
Colenbrander, Danielle
Wang, Hua-Chen
Arrow, Tara
Castles, Anne
Abstract
Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. said, are, yacht). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom directly compared, and there is very little empirical evidence to adjudicate between them. Therefore, in this review, we outline the theoretical arguments for and against different methods of instruction, and synthesise the empirical research that does exist. We make recommendations for practice, and outline key areas where further evidence is required.
Keywords
irregular words, reading instruction, reading, primary school
Date
2020
Type
Journal article
Journal
The Educational and Developmental Psychologist
Book
Volume
37
Issue
2
Page Range
97-104
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled