Children read sets of words under three conditions: with no pictures, with related pictures, and with unrelated pictures. Results indicated that words were read more slowly whenever pictures were present; that unrelated pictures produced more interference than related pictures; and that both effects were inversely related to reading ability.…

Provides guidelines and suggests activities for the use of big books--oversized children's books--with young children in beginning reading programs. (BB)

This booklet offers 10 ideas to transform instruction in reading and heighten literacy for all students. The booklet states that these principles and ideas, interrelated and built one upon the other, are based on solid research findings and practical experience and that they are already being used in classrooms across the country. The 10 ideas…

Traces the trends in reading instruction, and proposes that reading be taught according to the Quantity Reading Method in which students are given a brief course in reading skills, followed by opportunities to read widely and quantitatively. References. (VJ)

Points out that oral reading involves visual, auditory, and kinesthetic perception and that it is impossible to divide reading methods into auditory and visual categories. Discusses the need to discover whether a child's perceptual abilities are directly related to his learning propensities and lists several other areas of needed research.…

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)

Uses the Spear-Swerling and Sternberg model of reading disability (RD) in order to give practitioners a set of materials that are sensitive to the different developmental stages of word recognition in both normal readers and readers with RD, and that can be used for student assessment. (CR)

Three experiments on vowel decoding involving primary school children partially tested an interactive model of reading acquisition. The model suggests that children begin learning to read by establishing orthographic recognition units for words that have phonological underpinning that is initially at the onset-rime level but that becomes…

Discusses how the author, a second-/third-grade bilingual teacher, uses miscue analysis to plan reading strategy instruction that meets each individual child's needs by building on each one's strengths as a reader, in both their first and second languages. Appends a description of buddy reading. (SR)

An examination and evaluation of the papers presented at the Pittsburgh conference on the theory and practice of beginning reading instruction shows that there is little interaction between basic research in reading and applied work on reading instruction. Classroom instruction relies more on intuition and experience than on laboratory research,…

Greater understanding of reading can come about only after more basic reading research has been accomplished. Basic research should focus on what constitutes good reading, which means that the type of research that will identify characteristics of good reading must be a detailed assessment of variable effects on reading behaviors (not whether…

Noting that viewing reading as a communicative act can heighten educators' awareness of the ways in which one story can be embedded within another, this report presents and discusses several examples of stories within stories. The report discusses the various participants communicating in a story within a story--the real and implied authors and…