Friday, May 10, 2013

Putting Struggling Readers on the PHAST Track

Lovett, M.W., Lacerenza, L., & Borden, S.L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476.

Children with reading disabilities are frequently found to have phonological processing deficits. Phonological awareness, the ability to isolate and manipulate sounds in the language is particularly problematic for children with reading disabilities. Interventions addressing phonological awareness have been found to be effective.

In this article, the authors review a program of research leading to the development and testing of the PHAST (Phonological and Strategy Training) remedial reading program. The PHAST represents a merging of programs based on phonological analysis and blending, and word identification strategies. Early research by this group indicated that teaching all of the relevant strategies from these programs was more effective then only some, that different skills improved based on the different strategies taught, and that a combined rather than strictly sequential approach to the teaching of these strategies was most effective. The authors then go on to describe their PHAST program, which was designed to implement these best practices in reading remediation incorporating teaching of both specific and metacognitive skills for improving word reading.

Blogger: Lisa Archibald

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