Purpose: This final article covering the topic of the interplay between decoding, comprehension, and content versus structure knowledge describes a set of language initiatives that are focused toward content area learning. Inspired by the work of their colleagues from diverse fields and their own work, the authors offer suggestions to clinicians…

Describes two learning activity packages using printed words on commercial products for teaching children the major decoding skills of phonetic and structural analysis and the major comprehension skill areas of main idea, reading for details, sequence, determining cause and effect, drawing conclusions, and following directions. (Author/CMV)

Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)

A program is described that successfully teaches decoding to poor readers of average or above intelligence in grades 1 through 8. The teacher-directed, supplemental program guides students to become aware of language patterns and consistencies and to apply a decoding process of using known language patterns to figure out unknown words. (Author/JDD)

This booklet presents many examples of instructional activities that occur on a daily basis on the campuses of Spotlight Schools, schools identified by the Texas Education Agency as having student populations that reflect a diversity of ethnicity and socioeconomic backgrounds, and demonstrate that essentially all children can become readers. It is…