A lexicon of approximately 9,000 words classified into levels from kindergarten to grade 3 was compiled as a base for studying the spelling-to-sound correspondences needed in beginning reading. The spelling-to-sound correspondences were established for 69 grapheme units, resulting in a total of 166 correspondences for the one- and Two-syllable…

The reading achievement scores of over 3,000 students in grades 1 to 3 in 11 inner-city schools were studied to evaluate the effectiveness of the Sullivan Programmed Reading Series. All participating teachers were trained and aided by preservice and inservice workshops, building reading consultants, a speech improvement teacher, an instructional…

Reports on a study to ascertain whether or not the ability of kindergarten children to segment oral language into separate words increased when they had used the Modified Rebus Reading Readiness Program (uses pictorial representatives of words) instead of a traditional reading readiness program. Significant differences did appear. (TJ)

Lists and annotates 21 journal articles that discuss the teaching of reading. Among the topics dealth with in the articles are the teaching of beginning reading and reading comprehension, reading instruction and the law, reading diagnosis, and the use of the psycholinguistic approach at the secondary level. (GW)

Embedded multimedia refers to teaching methods that embed video content within teachers' lessons. The research of Mayer and others has suggested that multimedia instruction can enhance learning by using the capacity of both visual and verbal memory systems. The present study is an evaluation of embedded multimedia in a year-long randomized…

The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding the importance of…

The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide, presented in Spanish, was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding…

This booklet describes early reading programs in six different elementary schools in Colorado that share the same goal--all children must be fluent readers and writers by the time they enter third grade. The six schools, while different in size, location, and socioeconomic makeup, each emphasize: early intervention; a balanced, consistent teaching…

The procedures used in planning and writing a primary reading program designed specifically for visually handicapped students who will use braille as their reading medium are described. The selection of a vocabulary, including a list of categories such as alphabet abbreviations, is discussed. Teaching methodology and the basis for the design of…

A week-by-week readiness program for preschool and early primary children. (Editor)

Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…

Start Making a Reader Today (SMART) is a book and reading program for children in kindergarten through second grade in 13 Oregon counties. The program aims to create a relaxed and safe environment in which children can practice their skills, one-on-one, with caring adult volunteers. A volunteer tutor recounts her experiences with the program. (SAS)

A successful reading program is a broad-based personalized program that recognizes that reading is a mixture of various skills: phonemic awareness, grapho-phonemic correspondence, word analysis and synthesis, sight-word vocabulary, syntactic knowledge, semantic knowledge, and literary knowledge. Changes in instructional techniques are made based…