Applies the Canonical Story Grammar Model to a major beginning reader computer series. Analyzes the teaching manual and interviews the series' representative. Finds that the stories did not contain adequate story grammar. Notes weaknesses in the manual analysis and interviews. (RS)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)