This monograph reviews discussions of the nature of syllables, in order to determine the usefulness of the syllable as a tool in teaching children to read and spell. The review found that the nature of the syllable remains controversial; there are at least four different definitions in the contemporary literature. The sharpest disagreements seem to be between linguists concerned with phonetics, who view the syllable as complex, and educationists concerned with phonics, who in general accept the dictionary rules of syllabication. The research evidence reviewed suggests that the teaching of dictionary syllabication does not result in consistently greater gains in reading and spelling. Programs incorporating alternative approaches to syllabication are described, and recommendations to teachers are formulated on the basis of the literature reviewed. (AA)