Gives suggestions for teaching decoding to the beginning reader. It is important to align decoding with the stages of reading development as well as with the structure of the English language. Systematic, explicit instruction ensures the success of most children. Keeping instruction connected to meaning respects the ways that children learn…

Offers suggestions for improving existing instructional materials found in widely used basal programs and a variety of strategies and engaging activities that teachers can use to help children master the alphabetic code. The authors argue against use of the drill method in reading instruction. (GR)

Examines the research on the central role of decoding in reading, concluding that the position that whole language proponents take in equating learning to read with learning to talk and their reduction of decoding to an incidental place in the curriculum are wrong. The authors argue for a balanced approach to reading instruction. (GR)

Examines the problem of children not learning to read well enough for reading to have a positive impact on their lives. It shows that while a large body of research exists on reading instruction, much of this knowledge has not made its way into the classroom. Five points about the reading problem and teaching effectiveness are addressed. (GR)