Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct, explicit encoding instruction to increase the reading and spelling abilities of those students at risk for literacy failure, the benefits of integrating this instruction into current reading curriculums warrant further consideration. Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority.
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