Reviews "Happily Ever After," a reading readiness program that is designed to help those children who lack many of the concepts and abilities assumed by most readiness programs. (FL)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Reviews research offering the teacher a different perspective from which to view beginning reading and provides a strong justification for activities normally thought to be less than academic. (Author/MP)

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

This article reviews the literature on the importance of phonological awareness within the context of language/literacy learning and discusses the developmental continuum of phoneme awareness skills. Specific techniques are suggested to guide the speech-language pathologist in the assessment of phonological awareness skills. (Author/DB)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

Discusses experiments that provide information about the reading processes involved in mapping phonemes onto alphabetic symbols; suggests several techniques for helping children both to differentiate among the short vowel sounds and to associate sound and symbol. Focuses on the needs of beginning readers who are experiencing reading difficulties.…

This article offers both a rationale and method for the implementation of a natural literacy program for preschool children with language disabilities. It reviews research on development of fundamental literacy skills and briefly describes extant approaches to facilitating literacy skills. Tenets of the natural literacy perspective are explained…

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Contains contributions from five educators concerning the following topics: (1) the "Super Sounder" system of presenting phonics instruction to beginning readers, (2) teaching vocabulary in a multigrade classroom, (3) language experience and basal readers, (4) pacing as a key to successful drill work, and (5) creative ways to encourage reading.…

This study reviewed the literature on phonological processes and decoding in beginning reading, and sought to determine the effect of functional articulation defects on decoding abilities in 18 first-grade students. Results indicated that students without speech impediments did not score significantly higher on a decoding test than students with…

Intended for practitioners, this is the first booklet in the Research-Based Practices in Early Reading series published by the Regional Educational Laboratory at Pacific Resources for Education and Learning. The 31-page booklet summarizes research on fluency and fluency instruction and describes strategies for fluency instruction. It also explains…

Describes the shared book experience, which involves having a teacher enlarge a story book, place it on an easel where everyone can see it, and then read it aloud to students. Discusses the advantages and disadvantages of this technique. (FL)