Word recognition and word identification: A review of research on effective instructional practices with learning disabled students

Abstract

Abstract This article presents a review of investigations related to word learning of learning disabled students. The studies described here were located in a literature review covering the last 15 years. These investigations address common instructional concerns of regular classroom teachers who provide reading instruction to learning disabled pupils in inclusion programs and give guidance to special education teachers, as well as to university personnel who train both groups of professionals. This review furnishes evidence that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. In addition, word knowledge instruction not only promotes word learning, but can heighten learning disabled students' comprehension.