The ultimate goal of reading is to comprehend written text, and this goal can only be attained if the reader can decode written words and understand their meanings. The science of reading has provided compelling evidence for the subskills that form the foundation of decoding. Decoding words requires understanding of the alphabetic principle and…

Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that…

Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)

Suggests that the ways used to conceptualize beginning reading instruction, and the teaching methods employed need to be re-examined. (RB)

The efficacy of two methods of early reading instruction were examined: introduction of words in isolation and introduction of words in context. (HOD)

Reports on an investigation of the effects of teaching first grade children two sets of six words by phonics and sight word methods in three instructional conditions with either a selection or production response. (MKM)

Compares two groups of primary-grade classrooms differing in their instructional approach to beginning reading to assess the relationship between learning activities, cognitive ability, and reading skill. (HOD)

An extensive case history of instructional environment and acquisition of reading skills by 50 first-grade students in ten classrooms indicates that the rate at which students mastered decoding depended on classroom instruction with direct instruction appearing most profitable for children from low-socioeconomic backgrounds. (MKM)