This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…

Second-grade pupils using the Ginn "Reading 360" or the McGraw-Hill "Programmed Reading" were compared in their reading and retelling of the story "King Alfred and the Cakes." Analysis, using the Reading Miscue Inventory, of the performance of 20 selected pupils indicated that those taught with "Programmed…

The effects of a language-based reading approach on the reading strategies of first grade children were examined in a study involving a total of 40 children. Half of the students were placed in an experimental group that was exposed to the language-based reading approach, and half were placed in a control group that was taught to read by a…

To provide the most effective instruction, materials, and support for beginning readers, teachers need to know if young children are more likely to process from print to meaning-- bottom-up or text-driven processing--or to interpret print to follow meaning--top-down or concept-driven processing. While some studies reveal a correlation between…

A study investigated ways of establishing links between different methods of reading instruction, children's conceptualizations of the reading process, and children's actual reading behavior. Two instruments were used to assess the relationships between the three variables: a revised version of "The Reading Miscue Inventory" and…

Addressing subjects ranging from reading readiness to phonics, this book examines several fundamental elements of beginning reading instruction. Divided into 12 chapters, the book begins with a chapter providing a general overview of reading instruction, including the debate between the perception of reading as decoding or comprehension, and other…