Word Recognition Strategies in Improving Reading Skills in Language Curriculum Among Primary School Pupils in Port Harcourt Metropolis

Ayodele, J. O. (2015). Challenges of teaching reading in Nigerian primary schools. Journal of Education and Practice, 6(10), 1–8. Chen, X., Wang, M., & Lin, D. (2019). Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 32(3), 639–666. Cochran, W. G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons. Diller, D. (2023). Simply stations: Independent reading, grades K–4. Corwin Press. Duke, N. K., & Pearson, P. D. (Eds.). (2024). Handbook of reading research (Vol. 6). Routledge. Fisher, D., & Frey, N. (2021). Scaffolding the primary classroom: Strategies for improving literacy instruction. The Reading Teacher, 74(5), 567–575. Gambrell, L. (2022). Oral reading fluency, reading motivation and reading comprehension among second graders. Reading and Writing, 33, 1945–1970. Hadiansyah, H., Farida, F., & Apsari, Y. (2023). The effects of using flashcard learning media to improve reading comprehension in children with dyslexia. Child Education Journal, 4(1), 61–78. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Stenhouse Publishers. Hasbrouck, J. (2020). An update to the National Reading Panel report: What we know about fluency in 2020. The Reading League Journal, 11(3), 29–31. Kearns, D. M. (2020). Does English have useful syllable division patterns? Reading Research Quarterly, 55(S1), S145–S160. Kedra, J. (2018). What does it mean to be visually literate? Examination of visual literacy definitions in a context of business education. Journal of Visual Literacy, 37(2), 67–84. Kilpatrick, D. A. (2016). Equipped for reading success: A comprehensive step-by-step program for developing phonemic awareness and fluent word recognition. Casey & Kirsch Publishers. Larson, K. (2022). The science of word recognition [White paper]. Microsoft Learn. Mercer, N., & Howe, C. (2019). Explaining the dialogic processes of teaching and learning: The value of sociocultural theory. Learning, Culture and Social Interaction, 21, 1–9. Sousa, D. A. (2022). How the brain learns (6th ed.). Corwin. Vadasy, P. F., & Sanders, E. A. (2024). Fluency instruction: Research-based best practices. Guilford Press. Vaughn, S., Wanzek, J., Murray, C. S., Scammacca, N., Linan-Thompson, S., & Woodruff, A. L. (2009). Response to early reading intervention: Examining higher and lower responders. Exceptional Children, 75(2), 165–183. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Williams, K. J., & Novelli, C. (2025). Conducting a fine-grained spelling analysis to intensify reading interventions for elementary students. Intervention in School and Clinic, 60(3), 145–152.