In this paper, I review the most current literature evaluating instructional methods and strategies for teaching word identification skills to students with learning disabilities. The literature review includes 10 studies published between 2005 and 2014 that examine the effects of word identification or decoding interventions on elementary students with reading disabilities or who are considered at-risk for a learning disability. Participants in the Chapter II studies included students in 1st through 5th grade. All students included were identified as either having a reading disability or being at-risk for a reading disability. All quantitative studies were limited to those conducted in the United States. Six of the studies used Traditional Reading Methods and four of the studies used Technology-Based Methods. Studies which used methods of direct instruction had consistent positive results
