Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills

Autor/inn/en	Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin
Titel	Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills
Quelle	In: Intervention in School and Clinic, 59 (2023) 1, S.9-19 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, Holly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221130065
Schlagwörter	Phonics; Intervention; Instructional Effectiveness; Reading Skills; Students with Disabilities; Learning Disabilities; Teacher Education; Teaching Methods; Evidence Based Practice; Reading Instruction; Teacher Educators + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Reading skill; Lesefertigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Teacher education; Education
Abstract	Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key knowledge and skills needed to implement effective phonics intervention and provides suggestions for methods that teacher educators can use to develop candidates' knowledge and skills. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01