A history of the Dr. Seuss books recounts how the author has introduced millions of young children to the joys of reading. (MLF)

The Magnolia Speech School for the Deaf (Jackson, Mississippi) provides an intensive reading program for five preschool children. The program consists of four areas: the story reading session, primer reading, vocabulary development, and phonics. (SB)

Identifies and briefly discusses nine areas of reading research. (AEA)

Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Argues that problems identified with using phonics do not attack the skill, per se, which phonics provides--being able to independently unlock words. (HOD)

Investigates the relationship between phonological awareness and phonological memory and their relative contribution to early reading and spelling. Suggests they make significant yet distinctive contributions to early literacy. Notes evidence that a qualitative change in phonological memory takes place during the first year of formal schooling.…

Reminds teachers that to impart the wonderful gift of reading to children or adults gives them the power to expand their horizons, not just for a day but for the remainder of their lives. (RS)

Examined the findings of the "Teaching Children To Read" study of the National Reading Panel and the procedures of the study. Meta-analytic techniques found that the methodology and procedures were not adequate. Findings suggest that phonics, as an aspect of the complex reading process, should not be over-emphasized. (SLD)

Direct quotation can be a source of meaning in storybook texts for beginning readers. The author of this article sketches the linguistic complexity of direct quotation and offers instructional strategies. Three aspects of direct quotation are examined: the cluster of print features and syntactic characteristics that direct quotation involves, the…

Jedediah Purdy's (2000) "For common things" laments the ironic mode of thought that characterizes our culture's mindset. He calls for a return to devotion, homage, and allegiance rather than what he sees as a jaundiced detachment that has overcome us. Purdy may be on to something, but Alexandra Day (1985) does not seem to adopt his call to a…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

Developmental dyslexia is defined as a disorder of learning to read. It is thus critical to examine the neural processes that impair learning to read during the early phase of reading acquisition, before compensatory mechanisms are adapted by older readers with dyslexia. Using electroencephalography-based event-related imaging, we investigated how…

The goal of the RF program, Part B of the No Child Left Behind Act of 2001 (NCLB), is to have all children reading at grade level by the end of third grade. There is no legislative precedent for this program, focused as it is on preventing reading failure in the early elementary years (US Department of Education, April 2002). Because the design of…

The relationship between written words and their pronunciation varies considerably among different orthographic systems, and these variations have repercussions on learning to read. Children whose languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or whole words, to achieve the correct pronunciation…