What Happens When Children Who Do Not Respond to or Struggle Greatly with Phonics, More of the Same?
This issue of NASET’s Practical Teacher series was written by Matthew Glavach, Ph.D. The article discusses the results of a
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Reading, literacy, phonics, fluency, comprehension, spelling and writing.
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Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities
This issues of NASET’s Early Intervention series provides a resource that explores how early childhood assessment informs instruction and intervention,
Comparing Preservice and Inservice Teachers’ Perceptions and Actual Knowledge of Phonics
By Cheryl Wold, Northern State University; Andria L. Moon, Norbert College; Alan L. Neville, Presentation College; Tim Houge, Northern State
Teacher Perceptions Regarding the Effects of Online Learning During the Pandemic with Regards to the Progression or Regression of Students’ Reading Levels
By Rachel Palumbo, Mount Vernon City School District Issue: Fall 2023 DOI: 10.64546/jaasep.532 The impact of Covid-19 has thus far
Conversation Analysis of Shared Reading with Students who Have Significant Support Needs
By Nancy Quick, University of North Carolina at Chapel Hill; Penelope Hatch, University of North Carolina at Chapel Hill; Karen
Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
By Reagan Murnan, Wichita State University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.523 Accurate spelling is arguably one of the most critical,
Combining Phonics and Whole Language for Reading Instruction
By Matthew Glavach, Ph.D. There is more to phonics than whole language enthusiasts are willing to accept – There
Evidence Based Practice Research: Elkonin Boxes
This issue of NASET’s LD Report was written by Samantha Ashley Forrest from Florida Memorial University. From the science of
The Effectiveness of Oculomotor Rehabilitation on Impaired Reading Skills: A Case Study Approach
By Jamie L. Chichy, Seton Hill University; Julie W. Ankrum, Indiana University of Pennsylvania; Rebecca Wincek-Bateson, Pennsylvania College of Optometry