Indicates that the teaching of rhyming words is the most efficient initial presentation of consonant-vowel-consonant words for beginning readers. (RB)

Suggests the extent and manner in which the word characteristics of materials may be separated from and contribute to the strategies children develop for word identification. (RB)

Discusses the effect of sentence structure on the reading acquistition process of beginning readers. (RB)

Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)

Stresses the importance of careful diagnosis for each child, concluding that by working with such related skills as listening comprehension, spatial relations, and auditory association the overall effectiveness of a reading program for spanish-speaking children may be increased significantly. (RB)

Reports on a content analysis of four popular first-grade basal series, examining decoding and comprehension instruction in teachers' manuals, student texts, workbooks, and supplementary activity packages. Reports that none of the programs present a balanced approach to teaching decoding and comprehension with very comprehensible stories. (MM)