Describes (1) why environmental print is important to early literacy development; (2) how to design an environmental print program in kindergarten; and (3) the constructive and instructive value of environmental print. Provides practical suggestions for both how to set up a program and how to develop shared involvement with children in an…

Presents the results of research indicating that it is possible to prescreen for predicting the optimum reading instructional approach for each child. (RB)

Presents five basic decoding patterns which can be applied in a linguistic approach to teaching reading or spelling. (JM)

Suggests ways that the classroom teacher can convey to students through learning experiences their role as readers. (RS)

Reviews selected instructional procedures in the four reading readiness skills that can be taught and learned: auditory discrimination, auditory comprehension, visual discrimination, and visual memory. Stresses that readiness skills are prerequisite to reading skills. (RS)

This article focuses on a concept that has rarely been studied in beginning reading research--a child's concept of word in text. Recent examinations of this phenomenon suggest that a child's ability to match spoken words to written words while reading--a concept of word in text--plays a pivotal role in early reading development. In this article,…

Indicates that story time experiences are a positive factor in successful beginning reading. (FL)

Presents a last resort technique for teaching reading to adolescent and adult illiterates. (RS)

Discusses the importance and benefits of reading aloud to young children. Presents methods and follow-up strategies using a variety of literature to further develop children's early skills in reading and writing. (RS)

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)

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…

Provides a self-assessment instrument that identifies teachers' attitudes toward various methods of teaching beginning reading. Suggests ways that this instrument can be used in reading program evaluations. (RL)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)

Reports an investigation of the most appropriate tutorial setting for the generation of natural urban child language for experience stories. Concludes that the condition that tapped the most profuse linguistic performance for student-created reading material among Black sixth grade students was tutoring by a White adult professional teacher. (FL)