CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also…

Reinvestigated claim that beginning readers exploit information from orthographic rime of clue words to help them decode unfamiliar words. Among the findings: children were able to use orthographic information from beginning, middle, and end of clue words to identify unfamiliar words, with clue word presentation enhancing the reading of…

Two experiments examined the influence of phonological and semantic processes on 4- to 6-year olds' ability to learn to read words. Results indicated that children learned phonetic cues better than control cues and that learning was influenced by both the phonetic properties of the cue and the imageability of the words used. (Author/KB)

What do first-grade teachers do and say to scaffold novice readers? To answer that question, this teacher researcher videotaped her own and others' scaffolding behaviors. Analysis of the video transcripts reveals valuable information that can support teachers or tutors as they work with beginning readers. Video data show how first-grade teachers…

This study compares the reading achievement of beginning readers in kindergarten who were assigned to two reading groups: (1) cipher readers and (2) phonetic-cue readers. Results showed that the first group did better in both reading and spelling. The importance of beginning readers advancing beyond cue reading to cipher reading is emphasized.…

Describes several studies examining how children become skilled at processing graphic cues. Reports that prereaders do not acquire graphic skills by learning to read signs and labels in their environment. Concludes that mastery of letters is required for processing graphic cues. (MM)

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…

Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…