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The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed.<\/jats:p>","DOI":"10.1177\/002221949903200604","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"491-503","source":"Crossref","is-referenced-by-count":40,"title":["Early Intervention for Reading Disabilities"],"prefix":"10.1177","volume":"32","author":[{"given":"Virginia W.","family":"Berninger","sequence":"first","affiliation":[{"name":"Department of Educational Psychology, 322 Miller Hall, Box 353600, University of Washington, Seattle, WA 98195-3600"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Robert D.","family":"Abbott","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology at the University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dori","family":"Zook","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Stacy","family":"Ogier","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Zenia","family":"Lemos-Britton","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Rebecca","family":"Brooksher","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1999,11,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/1511311"},{"key":"atypb2","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.","year":"1990"},{"key":"atypb3","volume-title":"Reading and writing acquisition: A developmental neuropsychological perspective","author":"Berninger, V.","year":"1994"},{"key":"atypb4","volume-title":"Process assessment of the learner: Guides for intervention","author":"Berninger, V.","year":"1998"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1207\/s15326985ep2702_6"},{"key":"atypb6","doi-asserted-by":"crossref","unstructured":"Berninger, V. & Abbott, R. 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