Lindsay A. Harris, The George Washington University

Literacy skills in reading and writing are critical components needed for both access to the general curriculum and for successful academic achievement. A key component of reading and writing is word identification, a skill deficit for many adolescent students with learning disabilities. This article describes how we implemented Words Their Way, an explicit, inductive instructional approach to teach phonemic awareness, spelling patterns, and morphology to students in a ninth grade literacy class in an urban high school. The orthographic knowledge learned through word study was applied to word identification skills used in reading and writing. The article explains how we adapted this program for adolescents who are struggling with reading and writing.

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