Teaching irregular words: What we know, what we don't know, and where we can go from here. (4th December 2020)

• Record Type: Journal Article
• Authors: Colenbrander, Danielle; Wang, Hua-Chen; Arrow, Tara; Castles, Anne
• Is Part Of: Educational and developmental psychologist. Volume 37:Number 2(2020)
• Page Start: 97
• Page End: 104
• Publication Date: 2020-12-04
• Subjects: irregular words, -- reading instruction, -- reading, -- primary school; School psychology -- Australia -- Periodicals; School psychology -- Periodicals; Educational psychology -- Australia -- Periodicals; Educational psychology -- Periodicals; Developmental psychology -- Australia -- Periodicals; Developmental psychology -- Periodicals; Periodicals; 370.150994
• DOI: 10.1017/edp.2020.11
• Languages: English
• ISSNs: 2059-0776

Abstract

Abstract: Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. said, are, yacht ). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom directly compared, and there is very little empirical evidence to adjudicate between them. Therefore, in this review, we outline the theoretical arguments for and against different methods of instruction, and synthesise the empirical research that does exist. We make recommendations for practice, and outline key areas where further evidence is required.