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Effects of Instruction on the Decoding Skills of Children with Phonological-Processing Problems

Rebecca H. Felton, PhD, is assistant professor in the Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine. She received her doctoral degree in child development and learning disabilities from the University of North Carolina at Greensboro. Her major research interests include early identification and teaching methods of children at risk for learning disabilities. Address: Rebecca H. Felton, Section of Neuropsychology, Bowman Gray School of Medicine, Medical Center Blvd., Winston-Salem, NC 27157-1043.

This article reviews research carried out by the Bowman Gray Learning Disabilities Project concerning the role of instruction in the acquisition of word-identification (decoding) skills in children at risk for reading disabilities. A group of 81 kindergarten children were identified as at risk for reading disabilities based on teacher assessment and weak or deficient phonological-processing skills. These children were classified as to type of phonological-processing problem (i.e., phonological awareness or retrieval of phonological information) and were randomly assigned to either a Code or Context instructional method for first and second grades. Children who received Code instruction scored higher than children receiving context instruction on a variety of reading and spelling measures at the end of first and second grades. The elements of the Code instructional program considered critical to the success of a beginning reading instruction program for children with phonological processing problems are discussed.

Journal of Learning Disabilities, Vol. 26, No. 9, 583-589 (1993)
DOI: 10.1177/002221949302600904


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