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.…

The criteria of 75 percent utility for phonetic rules to be used in reading instruction may be based on faulty logic. Once children achieve approximate pronunciation by applying phonetic rules, they usually can infer proper pronunciation. This supports teaching children to find and pronounce little words in larger unknown words. (MCK)

Based on proven research, this booklet summarizes essential information of how children learn to read and how to teach beginning reading skills. After a foreword, the booklet discusses the Illinois Right to Read Initiative (a blueprint for significantly improving reading and literacy among students over the next five years) and summarizes the…

This digest summarizes what is known about teaching the processes of phonological awareness and word recognition. It finds unequivocal research evidence that students who enter first grade with phonological awareness skills are more successful readers and urges explicit instruction in these skills. Examples of phonological awareness activities and…

This collection of articles provides background information about reading and includes the research base that has defined best practices in teaching reading. Section 1 of the collection, "The Big Picture," contains the following articles: "Reading the Right Way" (Bill Honig); "Statement of Dr. G. Reid Lyon, April 28,…

The development of four-year-old children's knowledge of letters and printed words was studied to determine if preschool children begin reading, and if so, how. A natural hierarchy of knowledge was noted. (MKM)

Explores children's ability to segment utterances into syllables and phonemes, and their skills in the recall of sentences of low and high complexity. (HOD)

The article reviews cognitive psychology's contributions to understanding the development of reading skills. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition, and learning as a social interaction. (Author/DB)

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)

Experimental phonological synthesis (sound blending) and analysis (rhyme detection) tasks were administered to children (n=76) preceding kindergarten entry. Measures of beginning reading were administered after kindergarten, first grade, and second grade. The sound blending task was significantly related to most interim and outcome measures. The…

The debate among major theorists of the whole-language approach (Kenneth Goodman and Frank Smith) and their critics (e.g., Philip Gough) is summarized. It concludes that the Goodman/Smith theoretical position has not stood the test of time, though some of their instructional recommendations may be valid for other reasons. (Author/DB)

Presents a longitudinal study that examines the relationship between morphological analysis, phonological analysis, and learning to read French. Finds very strong links between morphological and phonological analyses and between morphological analysis and reading. Contributes to the evidence of a link between both phonological and morphological…

Presents phonic activities based on brand names for teaching primary students basic reading. The first uses familiar brand-name products with rhyming elements in their names. The second has teachers write longer words that rhyme with and have similar spelling patterns to product names. Both activities help students use patterns in familiar words…

A study compared the effectiveness of phonemic awareness and decoding training for 58 first graders with and without severe lexical retrieval weaknesses. All students demonstrated poor phonemic awareness. Students with relatively strong lexical retrieval skills responded more favorably to beginning reading instruction than did students with weak…

Considers whether the development of reading skills in different orthographies varies primarily as a function of common underlying cognitive processes, or as a function of orthographic transparency. Concludes that when the script is less complex young children appear to develop their word recognition skills with relative ease, even in the absence…