Instruction to support orthographic mapping
Instruction to support orthographic mapping
This symposium examines instructional approaches that support orthographic mapping skills at the individual, small group, classroom, school, and curriculum level. Study one demonstrates the effect of a first-grade intervention (one-on-one and small group) that emphasizes multi-sensory phonics. Study two shows that students with reading difficulties learned to read polysyllabic words better when given more individual practice rather than learning complex decoding rules. Study three investigates the effect of a classroom-wide phoneme-manipulation training on remembering words for students with severe word reading difficulties. Study four shows that implementing a school level phonics curriculum grounded in Ehri’s Phase Theory improves overall reading scores in K-2nd students. Study five examines the relationship between words’ orthographic complexity and type of literacy curriculum provided (phonics-based or not) with rates of pronunciation errors in K-3rd students. The symposium is important because it highlights various instructional approaches/considerations for supporting orthographic mapping, especially with struggling readers.