Two hundred and eight first graders were assigned to one of three treatment groups. Treatment A received initial instruction in letter names followed by sight words; treatment B received initial instruction in letter names and sounds followed by sight words; and treatment C received initial instruction in sight words followed by letter names and…

The author discusses the processes by which children learn to read and how the natural sequence of learning may be used to improve reading instruction. (JD)

In a project designed to interpret research and development in the field of reading to practitioners, telephone interviews were conducted with a representative group of the nation's educators and with seven outstanding reading researchers by the Research and Development Interpretation Service. The practitioners were found to be interested…

In an attempt to find a new approach to making research applicable to the classroom, this book is organized around questions about reading instruction posed by a group of 14 teachers, supervisors, and administrators. The book contains 24 questions presented in the form of actual classroom situations. In order to clarify the question, each of these…

This paper examines the relationship between beginning reading and cognitive development and reviews some of the research conducted so far. It is noted that children learning to read may be in various stages of cognitive development, some at a preoperation stage, some at a concrete operation stage, and some at a transition stage. Instructional…

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize…

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)

Intended for use in the planning of reading programs for Georgia schools, this research review was undertaken to assist in identifying knowledge about reading and to derive implications for reading instruction within the state's schools. The report is organized into six sections. The first deals with the elementary level and covers the areas of…

This study was designed to determine the relationship of selected readiness variables to achievement in reading at the second grade level. The readiness variables were environment, mathematics, letters and sounds, aural comprehension, visual perception, auditory perception, vocabulary and concepts, word meaning, listening, matching, alphabet,…

Reports on a study that examined the predictive power of five specific prereading skills tests for first-grade reading achievement and assessed their value as indicators of reading readiness. (FL)

Reader ability to predict text structure based on previous experiences with written language appears to be an important foundation for comprehension of reading materials. A pilot study was conducted to explore ways of comparing the story structure awareness of beginning readers. Story schema analyses of stories told by eight first-graders--four…

To aid in the early identification of potential learning disabled children a multiple regression equation using analysis of covariance was used to determine which composite predictor variables obtained in kindergarten correlate maximally with first-grade achievement. Eighty-seven kindergarten students in Lawrence, Kansas, who had been instructed…

This book discusses the nature of individual differences, eye movements, readiness to read, problems of testing and measurement, and remedial reading teaching techniques. This 1973 revised edition contains two new papers by the author and an extensive introduction by David Mackay. The contents include: (1) "The Contemporary Challenge: Reading in a…