This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit…

Comprehension strategy instruction has been widely studied in the past 10 years. We now know that students who actively engage and interact with text using particular cognitive strategies are more likely to understand and remember more of what they have read. Students who use these strategies are able to access knowledge that is outside the realm…

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)

An educational psychologist discusses the problems children encounter in comprehending the written word. (JD)

Provides a number of suggestions for teaching children often confused words. (FL)

Following instruction using a stimulus equivalence procedure to teach matching of dictated picture names with printed words, two preschool children were also able to match pictures with printed words, match printed words with pictures, or match printed words with oral names. Results have implications for teaching early reading skills. (Author/DB)

Drawing from research on reading, this paper suggests various methods of stimulating cognition in beginning readers. Defining cognition as the process by which a person gains knowledge, or understands or comprehends, discussion in the paper centers on the following topics: (1) perceptive and cognitive skills; (2) prior experience; (3) knowledge of…

A review of the research stresses the importance of language skills to beginning reading. (JH)

In this article the stages of learning how to read are outlined, and successful methods of teaching reading are described. (JD)

Reviews the psycholinguistic view of the relationship between reading and written and spoken language and presents teaching strategies for beginning readers based on this view. (FL)

Children are ready to learn to read when they are young and enjoy learning to read when they understand each step in the reading process, so that their cognitive growth is significatnly stimulated. This book presents the structural approach to teaching both reading readiness skills and reading and points out that teachers and parents must…

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)

Points out the diagnostic and instructional value of children's reading miscues and provides methods for handling errors. Bibliography. (RW)

Asserts that it is important to develop a fast rate of reading, discusses how children remain slow readers for years after they have learned about letters and sounds, argues that there is no need for even a beginning reader to read slowly, and proposes some methods to improve reading. (Author/JM)