The RAVE-O Program
Guest Post
by
Melissa Orkin, M.A.
Clinical Fellow
Center for Reading and Language Research, Tufts University
As a Clinical Fellow at the Center for Reading and Language Research (CRLR) at Tufts University, I regularly speak with parents who are frustrated with the development of their child’s reading skills. Many of the families have children who have been diagnosed with reading disabilities yet others have found that although their children can adequately sound out words, they are struggling with fluency and comprehension. Read more...
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You need to know what phase of word recognition your child is in. This helps you and your child’s teachers better understand the severity of her problem, what she needs to be taught, what kind of materials she needs to read, and what kind of progress to expect.
In 1998, Linea Ehri of the City University of New York and Sandra McCormick of Ohio State University published an insightful article explaining the phases and their implications. The article, Phases of word learning: Implications for instruction with delayed and disabled readers (Reading & Writing Quarterly: Overcoming Learning Difficulties), can be downloaded from many library databases. Here, in part, from Sandra McCormick’s 2003 textbook on reading disabilities, are many of the characteristics of each phase. Read more...
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