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Exceptionality
A Special Education Journal
Volume 22, 2014 - Issue 1
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Original Articles

Teacher-Directed Decoding Practice with Manipulative Letters and Word Reading Skill Development of Struggling First Grade Students

Paige C. Pullen University of Virginia
&
Holly B. Lane University of Florida
Pages 1-16 | Received 11 Nov 2013, Published online: 30 Jan 2014

Citations (9)

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Read on this site (2)

Antonette Seiler & Suze Leitão. (2023) Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth. Australian Journal of Learning Difficulties 28:1, pages 1-26.
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Sharon Goldfeld, Ruth Beatson, Amy Watts, Pamela Snow, Lisa Gold, Ha ND Le, Stuart Edwards, Judy Connell, Hannah Stark, Beth Shingles, Tony Barnett, Jon Quach & Patricia Eadie. (2022) Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Australian Journal of Learning Difficulties 27:1, pages 65-113.
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Articles from other publishers (7)

Anna Cardis & Maria Chiara Fastame. (2023) Phonemic awareness of schoolers test assessment (PASTA): A pseudoword blending task for Italian pupils. Psychology in the Schools 60:8, pages 2744-2761.
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Garrett J. Roberts, Denis G. Dumas, Daniel McNeish & Brooke Coté. (2021) Understanding the Dynamics of Dosage Response: A Nonlinear Meta-Analysis of Recent Reading Interventions. Review of Educational Research 92:2, pages 209-248.
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Carol Sue Englert, Troy V. Mariage, Adrea J. Truckenmiller, Julie Brehmer, Karen Hicks & Courtney Chamberlain. (2019) Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43:3, pages 235-256.
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Antonette Seiler, Suze Leitão & Mara Blosfelds. (2019) WordDriver-1 : evaluating the efficacy of an app-supported decoding intervention for children with reading impairment . International Journal of Language & Communication Disorders 54:2, pages 189-202.
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Gentry A. Earle & Kristin L. Sayeski. (2016) Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities. Intervention in School and Clinic 52:5, pages 262-269.
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Holly Lane & Paige Cullen Pullen. (2015) Blending Wheels. TEACHING Exceptional Children 48:2, pages 86-92.
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Elaine Clanton HarpineElaine Clanton Harpine. 2015. Group-Centered Prevention in Mental Health. Group-Centered Prevention in Mental Health 109 123 .

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