This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills…

An exploratory study tracked the year-long development of second graders' use of the decoding by analogy strategy to generate spellings. Subjects, 20 second graders form one intact classroom in a middle-class neighborhood school in the intermountain west, were taught decoding by analogy through direct instruction and by incorporating the strategy…

This practicum was designed to increase the accuracy of reading decoding skills exhibited by five elementary and intermediate level hearing-impaired students in a mainstream setting. Subjects were fitted with appropriate amplification to optimize their residual hearing but were performing below their grade-level placement in the areas of word…

A study examined the ability of third, fourth, and sixth grade students to use spellings to arrive at the pronunciations of unknown words. A test of 29 pseudo words was developed. Pseudo words were chosen because they eliminate familiarity with a word in its spoken form and contextual cues as sources of help in decoding. At the start of the test,…

To whet the curiosity and interest of teachers who may be frustrated with the reading vocabulary achievement of pupils, an informal study compared Piaget's cognitive development theory, recent brain research, and the reading process, and examined how the theory and research apply to reading instruction. The Gestalt Process Approach to teaching…

To help elementary school teachers decide whether writing is beneficial to their students' comprehension, and if it is, which activities are the most effective, a study examined research which dealt with whether the writing performed by elementary school students helps them to comprehend better their own and others' written works. Included are 33…

Focusing on phonograms and generalizations about phonics, this paper presents a comprehensive letter-sound study. The first chapter discusses the phonogram component of phonics, the Arthur Gates study of phonograms in l928, the phonics generalizations studies of the l960s, and the lack of a comprehensive study of the letter-sound relationship. The…

Comments on the fact that reading skills are neglected in foreign language instruction and outlines the goals of reading instruction, based on an analysis of the reading process. Considering reading as problem-solving behavior, learning strategies are suggested. The active role of the teacher and the need for appropriate materials are stressed.…

This study investigated the success rate and the type of teachers' responses to miscues during a six-month tutoring program. Teachers gave prompts, or cues, to help each child recognize unknown words, concentrating on behaviors hypothesized to encourage pupil success and independence in decoding. Previous research had shown that inservice teachers…

This study discusses six specific strategies that teachers can use to improve elementary students' reading comprehension. First, teach the students to use context clues as one vital part of the decoding process, in order to improve comprehension. Second, increase students' depth of comprehension by triggering discussion of materials they have read…

Reading teachers vary in their teaching methods for reading instruction, usually emphasizing either the meaningful functions (meaning) or the technical features (coding) of written language. This paper reviews literature on the meaning/coding dichotomy and focuses on a "cognitive clarity theory" that stresses linguistic awareness and…

The beginning reading method explained in this book combines a phonics approach with a sight word/basal reader approach, a method which the author used during her many years in the classroom. The author has found that children can become independent readers in two to four months and may read from 10 to 200 books independently in the first year.…

Chapters of this book on diagnostic-prescriptive reading instruction examine such topics as defining reading, language and reading, reading comprehension, assessing student progress and needs, visual and auditory discrimination and perception, visual memory of words, decoding word symbols, primary reading, creating interest in reading, critical…

This paper reviews the literature on the role of judgment and collaboration between clinicians and researchers to identify and instruct students with reading difficulties, particularly reading difficulties based on either underlying core deficits in phonological processing or poor language comprehension. For students with speech-sound based…

States that development of oral reading skills, with the relevant methods and goals, has been largely disregarded by present-day thinking on language instruction. Argues that these skills are an important aspect of communicative competence and suggests activities designed for various levels of language proficiency. (MES)