A CONFERENCE ON BEGINNING READING INSTRUCTION WAS ATTENDED BY PROFESSIONAL AUTHORITIES AND LEADERS IN THE FIELD OF READING AND RELATED DISCIPLINE AREAS. THE PURPOSE OF THE CONFERENCE WAS TO REPORT ON RESEARCH IN CANADA AND ENGLAND, AS WELL AS IN THE UNITED STATES, AND TO REVIEW A VARIETY OF PRACTICES IN ELEMENTARY READING. THE BULLETIN WAS…

Reports and explains the results of a conference on how children learn to read and proposes some principles for teaching beginning reading. (RB)

A look at reading research and practices in Europe and Asia. (RB)

This book is concerned with the skill of learning to read and factors primarily related to teaching the beginning reading skills. The contents include: "Rationale," which discusses abilities related to reading, reading as a different medium, decoding coming before reading, decoding as separate from reading, hypotheses for decoding, and a…

This volume describes and discusses the areas in which children must develop in order to learn to read, emphasizing the recognition of the different rates of development for various children. Contained in this material are suggestions regarding the role of the classroom teacher in assessing the needs of the young child and in planning and…

In this book, designed for both teachers in training and practicing teachers, an attempt is made to translate into methodology those principles of creative thinking and creative development derived from the last 10 years of reading research. Part 1, "The Nature of Creative Teaching," contains discussions of basic principles of creative teaching,…

Productive application of linguistics to the field of reading has made necessary the formulation, revision, and expansion of theories and models of reading to incorporate relationships among stimulus characteristics of writing systems and response components of phonological, morphological, syntactical, lexical, and affective systems. These…

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…

BASED ON "COLD DATA," SOME CONCLUSIONS ABOUT THE PROBLEMS OF TEACHING READING TO SOCIALLY DISADVANTAGED CHILDREN ARE LISTED AND BRIEFLY DISCUSSED. AMONG THEM ARE THE FOLLOWING--(1) MOST OF THESE CHILDREN ARE RETARDED READERS, BUT THEY LEARN TO READ IN SPITE OF, AND PRIOR TO THE SOLUTION OF, THEIR PSYCHOSOCIAL PROBLEMS, (2) WORD ATTACK SKILLS…

Numerous controversies pertain to the psychology and pedagogy of reading. Among the more important controversies are questions pertaining to the existence of a hierarchy of reading subskills and the advisability of using a subskill approach. Several influential writers have warned that when the process of learning to read is fractionated into…

Defining prereading skills, discussing their discovery, and determining their value in reading readiness are the primary concerns of this paper. Prereading skills are defined by logical analysis of the reading task and by instructional conventions. From an analysis of initial reading tasks, prerequisite skills are identified. Those skills which…

The classroom use of the key vocabulary, developed by Sylvia Ashton-Warner as a reading approach--rather than as a reading method--which utilizes the child's actual experience, is the major concern of this book. Materials used and tested for a number of years present examples, outlines, and various methods for eliciting children's dramas through…

In teaching reading, teachers should understand the three categories of language information which all readers draw upon in the processing of information. These three categories are (1) grapho-phonic, the information from the writing system and from the phonological system of oral language; (2) syntactic information, the information from…

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)

A 2-year continuation of one of the 27 U. S. Office of Education First Grade Reading Studies is reported. Students in the linguistics approach were initially taught to read using the experimental edition of "A Basic Reading Series Developed upon Linguistic Principles" by Charles C. Fries and others. Students in the basal reader approach…