Reading and Writing Quarterly

Introduction to Direct/Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
pp. 119-124(6)
Author: Rupley, William

Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching
pp. 125-138(14)
Authors: Rupley, William; Blair, Timothy; Nichols, William

The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer From Spanish to English
pp. 139-161(23)
Authors: Pollard-Durodola, Sharolyn; Simmons, Deborah

Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers
pp. 162-191(30)
Authors: Ehri, Linnea; Satlow, Eric; Gaskins, Irene

Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence
pp. 192-204(13)
Authors: Rasinski, Timothy; Homan, Susan; Biggs, Marie

Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers
pp. 205-220(16)
Authors: Bruce Taylor, D.; Mraz, Maryann; Nichols, William; Rickelman, Robert; Wood, Karen

Direct Instruction of Comprehension: Instructional Examples From Intervention Research on Listening and Reading Comprehension
pp. 221-245(25)
Authors: Coyne, Michael; Zipoli, Richard; Chard, David; Faggella-Luby, Michael; Ruby, Maureen; Santoro, Lana; Baker, Scott