Concludes that the diacritic e generalizations formulated on graphics research have value for use in decoding programs as early as the first reader of typical basal series. (RB)

This study investigated the difference in effectiveness in increasing first-grade reading achievement of a traditional reading program in which no words were taught and a program that began with formal reading instruction in preprimers and no reading readiness. The subjects were 137 pupils in six first-grade classes in a middle-class suburban…

The purpose of this study was to determine what differences in expressed attitudes toward reading existed after one school year's instruction in each of four different beginning reading programs. Four schools with similar populations using four different emphases in beginning reading were selected for sampling. The different emphases were Language…

This paper presents a model for classifying initial approaches to the teaching of reading. The model consists of three dimensions: the degree of structuring of the program, the sequence of gradation of reading units, and the kind of symbol system used in the initial stages of reading instruction. The degrees of structuring refers to programs such…

A 2-YEAR STUDY OF THE ABILITY OF FIRST GRADERS TO LEARN TO READ USING THE "EARLY-TO-READ I/T/A/" SERIES WAS CONDUCTED. SIXTY-ONE FIRST GRADERS IN ROSE HILL ELEMENTARY SCHOOL, MUKILTEO, WASHINGTON, WERE RANDOMLY ASSIGNED TO AN EXPERIMENTAL GROUP USING THE I/T/A SERIES AND TO A CONTROL GROUP USING THE "GINN BASIC READERS." THREE…

Teachers should be concerned with the prevention of reading disabilities rather than emphasizing remediation. Many deprived children in our inner cities are deficient in areas necessary for successful learning. Characteristics of deprived, inner city children which cause learning problems are listening, speaking, experiences, mobility, immediate…

A LANGUAGE ARTS APPROACH TO BEGINNING READING INSTRUCTION WAS COMPARED WITH A BASIC READER APPROACH. IN GENERAL, IT WAS CONCLUDED THAT THE LANGUAGE ARTS APPROACH TO BEGINNING READING INSTRUCTION WAS AN EFFECTIVE METHOD. IT PRODUCED EXCELLENT RESULTS IN READING PERFORMANCE, WORD ATTACK SKILLS, SPELLING, VOCABULARY DEVELOPMENT, WRITTEN COMMUNICATION…

This report summarizes research related to the use of a conventional basal reading program with students in the Kamehameha Early Education Program (KEEP). Results of instruction were measured by the number of objectives gained each quarter, the total number of objectives gained, the number of lessons taken for each objective, and scores on the…

Using Take Home Stories is one method of providing success-oriented independent reading materials to reinforce basic vocabulary from any reading program. Most easy-to-read trade books have too many words that are not in the beginning reader's reading vocabulary. Take Home Stories can be written to be used after completion of an entire basal…

This program, one of those included in "Effective Reading Programs...," is used as a supplementary program for over 400 first graders in 17 classes at eight elementary schools. The children, most of whom are white, come from middle-income families in a small city. The program was developed to strengthen the basic reading program by using…

This program, included in "Effective Reading Programs...," serves 879 first- and second-graders, plus one fourth-grade class. The students are predominantly middle-class whites living in a small city. The program is an initial reading program designed to complement any basal reading series. The instructional strategy is based on the…

The question of whether reading methods interact differentially with student sequencing abilities was investigated. One hundred and thirty-one children from three schools in Palo Alto, California, were given reading instruction using a linguistic approach (Palo Alto Reading Program), and 115 children from three Palo Alto schools used a whole-word…

One class of first graders used Sullivan's Programmed Reading for the 1966 school year and continued in the program through the second grade. The first-grade teacher used the program again with her 1967 class. An evaluation was conducted of the use of programed reading for these two groups as compared with the use of Scott, Foresman's basal…

Second-grade pupils who were taught reading in the first grade with the Initial Teaching Alphabet (i.t.a.) were compared with pupils who were taught reading with traditional orthography (TO). Seventy students from two schools in Moline, Illinois, were divided into a control group (using TO) and an experimental group (using i.t.a.) and were matched…