It is suggested that a title provides the key component in a reader's ability to interpret a text. Experiments conducted with short news texts demonstrate that a title that is too vague, general, or inadequate to the main idea of the text entails a longer reading time or deficiencies in comprehension. (eight references) (LB)

Considers patterns of possible relationships between phonological recoding skill and three conceptually distinct aspects of reading. Finds that systematic instruction is more effective than incidental instruction; inclusion of direct instruction in phonological recoding skill yields better results than relying primarily on writing activities; and…

Suggests that a new perspective is needed on the "great debate" in literacy instruction between whole language and phonics. Proposes an approach that integrates comprehension and decoding into a system designed around the principles of student-centered, authentic instruction in a socially engaging context. Considers the advantages of…

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

Takes a closer look at the reading skills of beginning readers who are able to read words by analogy. Finds that reading unfamiliar words by analogy to known words is an easier process and can be executed by beginners more readily than reading unfamiliar words by phonologically recoding the words. (MG)

This paper offers a rationale for integrating phonics with reading instruction for students with reading disabilities. It then suggests that direct teaching of sounds be provided by constructing "soundsheets" with rows of sound/letter combinations taken directly from the text the child will read after practicing the sounds. (JDD)

This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…

The study with 26 learning disabled students (7- to 10-years old) receiving a direct reading instruction program found that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. (DB)

Presents an instrument for assessing an individual student's decoding abilities by having a teacher analyze a student's attempts to pronounce a fictitious list of children's first and last names. Argues that the instrument is valid and reliable. (MG)

Explores the use of drama as a teaching tool to promote students' interest in literacy and to support every aspect of literacy development. Describes how drama can help develop affect, emergent literacy, decoding knowledge, fluency, vocabulary knowledge, syntactic knowledge, discourse knowledge, and metacognitive knowledge. Discusses also using…

Examined orthographic sensitivity among adult second language (L2) learners with diverse first language backgrounds, investigating crosslinguistic effects on the development of L2 intraword orthographic sensitivity and decoding skills. Study of Chinese and Korean English L2 learners indicated that the learners did not differ in their judgement of…

Considers first graders' comprehension-monitoring skills related to their decoding and listening comprehension skills. Concludes that monitoring one's comprehension is already present in beginning reading but that the level of decoding and listening-comprehension skills affects the way and efficacy of monitoring. (SC)

Surveys teachers after using CHAR-L Intensive Phonics at two psycho-educational centers located in the southeastern United States for students with severe emotional disturbances. Indicates positive teacher perception of training for program implementation, actual training time, and comfort level in teaching. Notes strong administrative support in…

Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing…

In this interview, a neuroscientist explains possible applications of brain-imaging techniques to diagnose children's reading difficulties. When good readers do phonologic processing, they activate areas in the back and front of their brains. The brain systems of poorer readers process incoming print information differently. (MLH)