Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)

Using first- and second-grade students, this study examined the use of sentence contexts for word identification by beginning readers. (HOD)

Concludes that monosyllabic words are easier for beginning readers to read than are polysyllabic words and that children just learning to read should be taught phonics skills with monosyllabic words. (RB)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

Concludes that word blending is a controversial issue and questions its usefulness. (RB)

Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)

Surveys how children develop their powers of word identification, and questions common assumptions about the utility of sight words. (TO)

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…

Considers the possibility of a relationship between oral language and reading. Includes an extensive list of references. (JM)

Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)

Describes the current situation in phonics instruction, citing recent studies supporting its effectiveness. (FL)

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)