NB My own attempt to represent the components of reading is here; I think it should possibly be called the Complex View of Reading!
A wonderful list of old, mostly phonics-based reading instruction methods and schemes. Reading Joyce Morris’s ‘Phonics Phobia’ speech reminded me that although my very first reading books were Ladybird’s Peter and Jane series, I was very quickly allowed to pick my own from our little school library full of decades-old books, and many of the ones I picked were the Beacon Readers.
‘A Randomized Controlled Trial of three theoretically motivated interventions for children with reading comprehension difficulties‘ Downloadable PDF available on linked page.
Decoding – different definitions (a really useful, interesting contribution to the understanding of the effect of the Simple View of Reading on the teaching of reading).
Dictionary of the British English Spelling System (look especially at the sections on ‘dual functioning’ and ‘surfacing’ letters).
‘Form–meaning links in the development of visual word recognition‘
‘In this paper…we ask whether there is a role to be played by other aspects of oral language, beyond phonology. The rationale here is simple: integral to a word being a lexical item is the fact that it has meaning. Thus, in addition to familiar words comprising phonological and orthographic representations, they also have semantic representations. Do these make any contribution to the development of word reading?’
Guided reading – a really good, straightforward blog on its weaknesses here.
Hearing the Voice is a large interdisciplinary study of voice-hearing led by researchers at Durham University and funded by the Wellcome Trust.
Multi-syllable words: some really useful guidance here in relation to using SSP sounding and blending techniques on multi-syllable words. NB One thing I’d disagree with is the suggested ‘chunking’ of -ing words. Personally I’ve found that consistently treating ‘ing’, ‘ly’ etc as suffix chunks is helpful, so where the linked guidance suggests ‘cas-ting’ I’d go for ‘cast-ing’, since ‘cast’ is easy to sound and blend, and I feel that introducing some awareness of -ing, -ly -ed etc as very common ‘chunks’ with a particular use & meaning will support grammar work. I’ve found that most children I read with will come across these issues well before they begin learning about prefixes and suffixes in class, so the explanation needs to be ‘incidental’ (and not too off-puttingly complicated), in the same way that sounds from later in a scheme need to be introduced ‘incidentally’ for these readers.