{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:03:24Z","timestamp":1777892604748,"version":"3.51.4"},"reference-count":77,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2000,9,1]],"date-time":"2000-09-01T00:00:00Z","timestamp":967766400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2000,9]]},"abstract":"<jats:p>PHAST (for Phonological and Strategy Training) is a research-based remedial reading program that attempts to capitalize upon current research on reading disabilities and their remediation. The focus of the program is on the primary obstacles to word identification learning and independent decoding that most disabled readers face and the steps necessary to help these children achieve independent reading skills. A framework of phonologically based remediation was used as a foundation upon which a set of flexible and effective word identification strategies were scaffolded in an integrated developmental sequence. The program uses a combination of direct instruction and dialogue-based metacognitive training, with the pedagogical emphasis shifting from an initial direct instruction, remedial focus to increasingly metacognitive-strategy-based methods. A continuum of intervention over 70 hours provides both (a) remediation of the basic phonological awareness and letter-sound-learning deficits of disabled readers and (b) specific training of five word identification strategies that offer different approaches to the decoding of unfamiliar words and exposure to different levels of subsyllabic segmentation. Explicit instruction in the application and monitoring of multiple word identification strategies and their application to text-reading activities continues throughout the PHAST Program. PHAST training provides the disabled reader with the opportunity to become a flexible reader who approaches new words in or out of context with multiple strategies and has the ability to evaluate the success of their application. The PHAST Program was developed following the controlled evaluation of its components in laboratory classroom settings and recent positive results from their sequential combination. PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities.<\/jats:p>","DOI":"10.1177\/002221940003300507","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"458-476","source":"Crossref","is-referenced-by-count":82,"title":["Putting Struggling Readers on the PHAST Track"],"prefix":"10.1177","volume":"33","author":[{"given":"Maureen W.","family":"Lovett","sequence":"first","affiliation":[{"name":"Departments of Paediatrics and Psychology at the University of Toronto,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"L\u00e9a","family":"Lacerenza","sequence":"additional","affiliation":[{"name":"Toronto Catholic District School Board"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Susan L.","family":"Borden","sequence":"additional","affiliation":[{"name":"Toronto District School Board"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2000,9,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1006\/jecp.1996.2342"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1177\/002221949903200106"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.2307\/1510252"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1007\/BF01026919"},{"key":"atypb6","unstructured":"Brady, S.A. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 21-47). Hillsdale, NJ: Erlbaum."},{"key":"atypb7","volume-title":"Phonological processes in literacy: A tribute to Isabelle Y. Liberman","author":"Brady, S.A.","year":"1991"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.28.5.874"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.2307\/747676"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.2307\/747831"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.33.1.3"},{"key":"atypb12","volume-title":"Reading Mastery I\/II Fast Cycle: Teacher's Guide","author":"Engelmann, S.","year":"1988"},{"key":"atypb13","volume-title":"Corrective reading, word attack basics, decoding","author":"Engelmann, S.","year":"1988"},{"key":"atypb14","volume-title":"Corrective reading: Decoding strategies, decoding B1","author":"Engelmann, S.","year":"1988"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648179"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1007\/BF00383373"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1177\/08830738950100S113"},{"key":"atypb18","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00426"},{"key":"atypb19","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.90.1.37"},{"key":"atypb20","unstructured":"Foorman, B.R., Francis, D.J., Shaywitz, S.E., Shaywitz, B.A. & Fletcher, J.M. (1997). The case for early reading intervention. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 243-264). Mahwah, NJ: Erlbaum."},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0103_5"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.1177\/074193258800900107"},{"key":"atypb23","volume-title":"Introduction to the Benchmark School Word Identification\/Vocabulary Development Program","author":"Gaskins, I.W.","year":"1986"},{"key":"atypb24","first-page":"462","volume":"7","author":"Gathercole, S.E.","year":"1987","journal-title":"European Bulletin of Cognitive Psychology"},{"key":"atypb25","volume-title":"Reading acquisition","author":"Gough, P.","year":"1992"},{"key":"atypb26","first-page":"27","volume":"60","author":"Grigorenko, E.L.","year":"1997","journal-title":"The American Journal of Human Genetics"},{"key":"atypb27","doi-asserted-by":"crossref","unstructured":"Harris, K.R., Graham, S. & Pressley, M. (1992). Cognitive-behavioral approaches in reading and written language: Developing self-regulated learners. In N. N. Singh & I. L. Beale (Eds.), Learning disabilities: Nature, theory, and treatment (pp. 415-451). New York.","DOI":"10.1007\/978-1-4613-9133-3_14"},{"key":"atypb28","doi-asserted-by":"publisher","DOI":"10.1177\/074193259201300207"},{"key":"atypb29","doi-asserted-by":"publisher","DOI":"10.2307\/1510673"},{"key":"atypb30","doi-asserted-by":"publisher","DOI":"10.1080\/87565649009540453"},{"key":"atypb31","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0104_4"},{"key":"atypb32","doi-asserted-by":"publisher","DOI":"10.1016\/0010-0277(85)90021-6"},{"key":"atypb33","doi-asserted-by":"crossref","unstructured":"Liberman, I.Y., Shankweiler, D. & Liberman, A.M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I.Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-33). Ann Arbor: University of Michigan Press.","DOI":"10.3998\/mpub.12236"},{"key":"atypb34","doi-asserted-by":"publisher","DOI":"10.1016\/1041-6080(91)90017-U"},{"key":"atypb35","unstructured":"Lovett, M.W. (1997). Developmental reading disorders. In T. E. Feinberg & M. J. Farah (Eds.), Behavioral neurology and neuropsychology (pp. 773-787). New York: McGraw-Hill."},{"key":"atypb36","volume-title":"Defining and remediating the core deficits of developmental dyslexia: Lessons from remedial outcome research with reading disabled children","author":"Lovett, M.W."},{"key":"atypb37","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.30.6.805"},{"key":"atypb38","author":"Lovett, M.W.","journal-title":"Journal of Educational Psychology"},{"key":"atypb39","first-page":"328","volume":"34","author":"Lovett, M.W.","year":"1988","journal-title":"Language"},{"key":"atypb40","first-page":"90","volume":"37","author":"Lovett, M.W.","year":"1989","journal-title":"Language"},{"key":"atypb41","doi-asserted-by":"publisher","DOI":"10.2307\/1511308"},{"key":"atypb42","author":"Lovett, M.W.","journal-title":"Journal of Learning Disabilities"},{"key":"atypb43","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.82.4.769"},{"key":"atypb44","doi-asserted-by":"publisher","DOI":"10.1177\/08830738950100S126"},{"key":"atypb45","doi-asserted-by":"publisher","DOI":"10.1177\/002221949703000601"},{"key":"atypb46","unstructured":"Mann, V. (1986). Why some children encounter reading problems. In J. Torgesen & B. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 133-159). New York: Academic Press."},{"key":"atypb47","unstructured":"Meltzer, L.J. (1994). Assessment of learning disabilities: The challenge of evaluating the cognitive strategies and processes underlying learning. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 571-606). Baltimore: Brookes ."},{"key":"atypb48","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0103_1"},{"key":"atypb49","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0103_4"},{"key":"atypb50","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0102_1"},{"key":"atypb51","first-page":"13","volume":"60","author":"Pennington, B.F.","year":"1997","journal-title":"The American Journal of Human Genetics"},{"key":"atypb52","unstructured":"Pressley, M. (1991). Can learning-disabled children become good information processors? How can we find out? In L.V Feagans , E. J. Short, & L. J. Meltzer (Eds.), Subtypes of learning disabilities: Theoretical perspectives and research (pp. 137-162). Hillsdale, NJ: Erlbaum."},{"key":"atypb53","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0103_2"},{"key":"atypb54","doi-asserted-by":"publisher","DOI":"10.2307\/1130834"},{"key":"atypb55","unstructured":"Snowling, M. & Hulme, C. (1993). Developmental dyslexia and language disorders . In G. Blanken, J. Dittmann, H. Grimm, J.C. Marshall, & C.W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp. 724-732). New York: de Gruyter."},{"key":"atypb56","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.1988.tb00152.x"},{"key":"atypb57","unstructured":"Stanovich, K.E. (1991). Changing models of reading and reading acquisition . In L. Rieben & C.A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 19-31). Hillsdale, NJ: Erlbaum."},{"key":"atypb58","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1994.tb01208.x"},{"key":"atypb59","doi-asserted-by":"publisher","DOI":"10.1006\/jecp.1998.2477"},{"key":"atypb60","author":"Swanson, H.L.","journal-title":"Journal of Learning Disabilities"},{"key":"atypb61","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.89.1.128"},{"key":"atypb62","doi-asserted-by":"publisher","DOI":"10.3102\/00346543068003277"},{"key":"atypb63","unstructured":"Torgesen, J.K., Wagner, R.K. & Rashotte, C.A. (1997a). Approaches to the prevention and remediation of phonologically-based reading disabilities. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 287-304). Mahwah, NJ: Erlbaum."},{"key":"atypb64","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0103_3"},{"key":"atypb65","unstructured":"Vellutino, F.R., Scanlon, D.M. & Sipay, E.R. (1997). Toward distinguishing between cognitive and experiential deficits as primary sources of difficulty in learning to read: The importance of early intervention in diagnosing specific reading disability. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 347-379). Mahwah, NJ: Erlbaum."},{"key":"atypb66","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.88.4.601"},{"key":"atypb67","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.101.2.192"},{"key":"atypb68","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.30.1.73"},{"key":"atypb69","first-page":"99","volume":"45","author":"Wise, B.W.","year":"1995","journal-title":"Annals of Dyslexia"},{"key":"atypb70","doi-asserted-by":"publisher","DOI":"10.2307\/1511309"},{"key":"atypb71","doi-asserted-by":"publisher","DOI":"10.2307\/747978"},{"key":"atypb72","unstructured":"Wolf, M. (1997). A provisional integrative account of phonological and naming speed deficits in dyslexia: Implications for diagnosis and intervention . In B. A. Blachman (Ed.), Foundations of reading acquisition (pp. 67-92). Mahwah, NJ: Erlbaum."},{"key":"atypb73","author":"Wolf, M.","journal-title":"Journal of Educational Psychology"},{"key":"atypb74","author":"Wolf, M.","journal-title":"Journal of Learning Disabilities"},{"key":"atypb75","author":"Wolf, M.","journal-title":"Journal of Learning Disabilities"},{"key":"atypb76","volume-title":"(Temporal Information Processing in the Nervous System: Special Reference to Dyslexia and Dysphasia)","author":"Wolff, P.H."},{"key":"atypb77","unstructured":"Wong, B.Y.L. (1991). Assessment of metacognitive research in learning disabilities: Theory, research, and practice. In H. L. Swanson (Ed.), Handbook on the assessment of learning disabilities (pp. 265-284). Austin, TX: PRO-ED ."}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221940003300507","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221940003300507","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:33:13Z","timestamp":1777617193000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/002221940003300507"}},"subtitle":["A Program to Integrate Phonological and Strategy-Based Remedial Reading Instruction and Maximize Outcomes"],"short-title":[],"issued":{"date-parts":[[2000,9]]},"references-count":77,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2000,9]]}},"alternative-id":["10.1177\/002221940003300507"],"URL":"https:\/\/doi.org\/10.1177\/002221940003300507","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2000,9]]}}}