Teaching intended to develop written language skills. A learning principle must be evaluated through specified content, exposure, support, assessment and follow-up rather than inferred from an instructional label.
Teaching relations between written units and speech sounds, including their use in decoding and spelling. The actual mappings, practice and integration with text reading define the intervention.
The proposal that phonological work benefits reading most when linked to reading instruction. A matched-group intervention found greater reading progress for integrated work, even though phonology-only work particularly improved phonological tasks.[ref]
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis by Peter J. Hatcher and others. Child Development 65, 41–57; matched groups of seven-year-old poor readers, reading/phonology/combined/control conditions
Instruction or practice emphasising relations between written forms and meanings. Its effects must be assessed separately on trained items, unfamiliar-word reading and comprehension.
Instruction or practice emphasising relations between written forms and pronunciations. It can organise the input available for statistical learning, rather than being opposed to learning from regularities.[ref]
Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography by Joanne S. H. Taylor and others. Journal of Experimental Psychology: General 146, 826–858; 24 adults, two novel scripts, eight-day training, generalisation and fMRI
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