Word Level Reading

After viewing this module session participants will be able to:

Understand why students with phonological-core deficit make very limited progress in word-level reading
Identify how students with the phonological-core deficit may display different patterns depending on their level of development and instructional opportunities

Watch the session below.

*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video.

Alphabetic writing systems like English require efficient access to the phonemes in spoken language
Individuals with the phonological-core deficit do not naturally develop the phonological/phonemic skills they need to be efficient readers as a result of being taught an alphabetic writing system
Different patterns or “symptoms” of word-reading difficulties can be the result of the level of phonological development and the nature of the instructional opportunities

How does the interpretation of word-level reading difficulties support or not support your previous understandings of reading difficulties?