Hypotheses

Some example hypotheses

• Explicit teaching of functional letter clusters such as onset and rimes to low achieving readers improves prose reading ability.
  
  
• Explicit instruction in the skills of segmenting and blending of words with consonant-vowel-consonant sound patterns leads to improved accuracy in reading unfamiliar words.
  
  
• Having students articulate the outcomes of visualizing while reading improves text comprehension of a short narrative text which has no picture supports.
  
  
• Explicit teaching of self-management strategies to low achieving readers increases their self-efficacy.
  
  
• Explicit teaching in the phonological awareness area of blending and segmenting a sequence of sounds improves prose reading.|
  
  
• Explicitly instructing senior students with reading difficulties to detect, segment and blend syllables in polysyllabic words, increases their ability to read words in isolation and in prose.
  
  
• Explicit teaching of segmenting and blending three-letter, three-sound words, increases the student's ability to read isolated words and in prose.
  
  
• Having students articulate the outcomes of mind mapping while reading will improve text comprehension
  
  
• Explicit instruction, in the phonological area of segmenting and blending a sequence of sounds, increases the student's ability to read unfamiliar words.
  
  
• Explicit teaching of prompts and verbalisation strategies to a student discontinued from reading recovery will lead to an improvement in self-efficacy and in prose reading.
  
  
• Training in Rapid Automatised Naming (RAN) of two and three letter rime units increases student's accuracy in prose reading.
  
  
• Explicit teaching of syllabification strategies in reluctant readers in Grade 4 improves prose reading.
  
  
• Giving explicit praise when students self monitor during prose reading increases self efficacy.
  
  
• Teaching of positive self talk to passive, reluctant readers in years 3-6 leads to an improvement in their self efficacy
  to manage themselves as readers.
  
  
• Explicit instruction in the phonological area of segmenting and blending a sequence of sounds increases the student's ability to read unfamiliar words
  
  
• Explicit teaching of two letter dependable rime units improves the student's ability to read prose fluently.
  
  
• Teaching re-reading and reading-on strategies helps children to read for meaning and improves children's comprehension.
  
  
• Teaching re-reading and reading-on strategies helps children to read for meaning and improves children's independent reading accuracy.
  
  
• Visualisation techniques such as making mental pictures with the aide of cue cards will increase comprehension at the whole text level.
  
  
• Focused instruction on how students can visualize events in a text and record these through visual maps (i.e. information maps) will lead to an identifiable increase in comprehension at the whole text level.
  
  
• By building up the student's knowledge of the most common letter clusters,improvement will occur in the student's ability to recognise these and use this knowledge in solving unknown words.
  
  
• Cueing a student to read for meaning at the beginning of a passage will improve their comprehension.
  
  
• Cued self-talk where the student paraphrases the text, improves the students comprehension of text.
  
  
• Teaching chunking via increasingly complex onset and rime units increases the students' ability to decode.
  
  
• Teaching two vowel pneumonics helps children to decode words during reading.
  
  
• Cueing the use of orientating reading strategies (you may like to define which strategies) increases the readers ability to read words automatically.
  
  
• Cued use of the RIDER strategy will improve the spontaneous retell ability of students with reading difficulties in year Two.
  
  

• Explicit teaching of two letter dependable rime units improves the student's ability to read prose fluently.

• Explicit teaching of segmenting and blending through the identification of simple rime units to children with limited consonant and vowel knowledge, increases the success a child has in decoding unknown words within text.
  

• Explicit teaching of the use of analogy to effectively read words with dependable rime units, to students who are experiencing reading difficulties, leads to an improvement in word decoding and prose reading.

• Teaching unknown rime units benefits a year 4 reader's ability to read words in isolation and this can improve their RAN (Rapid Automatic Naming) skills.

• Teaching students who have difficulty in comprehending written text to paraphrase enables them to gain a deeper understanding of what they are reading. Literal comprehension improves as does inferential.

• Teaching reading underachievers in Grades 5 & 6 the R.I.D.E.R. strategy will improve reading comprehension at a whole text level.

• Learning to paraphrase and generate questions from factual texts will improve a middle year's student's reading comprehension of exposition texts.

• A review of the THRASS program: Many students in the junior school have difficulty reading, due to poor phonemic/graphemic awareness of the English Language.

• 1) Teaching year 1 students the process of segmenting words into onset and rime will enable them to decode new words in text using this knowledge.
  2) Specific teaching of certain rime units and their orthographic representation in cue words and subsequent rhyming words, demonstrating analogy, will increase the transfer of this knowledge to a new word with that rime unit when it is met both in isolation and in text.

• Developing meaning at the sentence level through the explicit teaching of paraphrasing will improve comprehension .

• Learning how to use paraphrasing strategies while reading non-fiction text will enhance literal comprehension at sentence level for a student in Year 5.

• Explicitly teaching year 5/6 students who have reading comprehension difficulties, to ask questions about text, and to think out loud and carry on an internal conversation based on these questions while interacting with text, will improve their level of reading comprehension.

• Explicitly teaching grade 4 reading underachievers to automatically recognise functional orthographic units improves their ability to read words in isolation and in prose.

• Explicit training in the use of visualization strategies and paraphrasing students will be able to improve their comprehension skills beyond literal levels in fiction texts.

• Explicit teaching of onset and rime patterns in three letter CVC (consonant, vowel, consonant) words improves word and prose reading for beginning readers.

• Teaching prep students who have reading difficulties to read high frequency words in isolation will improve their prose reading accuracy.

• Explicit teaching of self-talk to Year 2 students, before reading, that targets personal reading strengths improves their self-efficacy as readers.

• Explicit teaching of mapping sounds orally onto letter patterns using a commercial technology program, will improve children's orthographic knowledge, prose reading accuracy and spelling.

• Use of the R.I.D.E.R. strategy improves the spontaneous and cued retell of Year Three students.

• Explicit teaching of children in Lower Primary School who are experiencing reading difficulties, to develop self-scripts, improves their self-efficacy.

• Teaching dependable rime units reduces the dependence of a Grade 2 student on distinctive visual features and improves accuracy and fluency when reading prose.

• The explicit teaching of onset and rime units to a year 2 student improves the student's ability to recognise and use letter cluster patterns in prose.
  
  
• Independent use of a technology program to teach the mapping of letter sounds onto letter cluster patterns, without explicit instruction for the students to verbalise the sound, will improve the children's orthographic knowledge, prose reading accuracy and spelling.
  
  
• Teaching vocabulary building strategies to Year 1 children with poor comprehension, improves their oral retelling of prose.
  
  
• Teaching young children who have reading difficulties by slow and articulate modelling of a word needed by the child, and through the child's vocal and subvocal rehearsal, phonological, tactile and orthographical method of working on the required word, leads to the retrieval of a particular word being remembered and becoming automatic.
  
  
• Explicit training in phonemic segmentation skills, alongside training in using rime-analogies, will result in improved reading of mono-syllabic words containing the rime units taught.