Phonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this…

Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)

Reviews the literature in the Educational Resources Information Center (ERIC) on models describing the reading process. (RB)

Suggests that reading theorists who neglect to treat context frequently produce distorted views of how reading occurs. (MKM)

Discusses the intertextuality and metafiction of children's literature for beginning readers; specifically Allan Ahlberg's "Ten in a Bed." (MG)

Emerging literacy is a developmental process which is closely tied to the child's developing cognitive processes. The interaction of memory and emerging literacy can be discussed in the context of Marie Clay's Reading Recovery model. Memory types, encoding and retrieval, strategy use, and executive control/expectancies are components of cognitive…

The authors suggest that children's knowledge that the words they use are made of discrete sounds may be as important as understanding grapheme-phoneme correspondences for the beginning reader. Evidence is cited to show that children who demonstrate this insight perform better in learning to read and that metalinguistic insight can be taught.…

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

This review of research focuses on three issues in reading development: (1) the relationship of phonemic awareness to the variance in reading development not accounted for by rapid naming; (2) the relationship of rapid naming to the variance not accounted for by phonemic awareness; and (3) whether phonemic awareness and rapid naming contribute…

In the author's experience, a significant source of reading difficulty for many beginning and struggling readers are misconceptions about print concepts so basic teachers assume their students are aware of them. Many children fail to grasp implicit principles of print such as the following: the reader cannot make up the words, the order of letters…

Metalinguistic cognition is the ability to think about language, to comment on it, to produce it, to comprehend it, and to manipulate language as an object with many identifiable and functional parts. It appears that metalinguistic skill development is related to cognitive development and is dependent on metalinguistic awareness which runs…

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Indicates some of the strengths and weaknesses of the cloze procedure as a way to help children learn to read, to determine comprehension, and to gain additional insights into how readers process language as they read. Suggests that the beginning reader is poorly judged by use of cloze. (TJ)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)