Compares effectiveness of four different methods for acquiring initial reading vocabulary--onset plus vowel, rimes, phoneme segmentation and blending, and simple repetition of whole words. Finds that beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Finds the same…

This article finds that two aspects of phonological working memory, phonological coding and phonological recoding, appear to be important elements in the relationship between phonological working memory and phonological awareness. It suggests an approach to training in phonological awareness and reports an intervention study in which phonological…

Considers if Reading Recovery students continue to make gains after discontinuation or the end of their programs. Investigates if a majority of the Reading Recovery students at Culver Elementary School, Evansville, Indiana achieve average reading levels at the end of their program. Concludes that Reading Recovery is successful at this school. (SG)

Describes the features of the first grade texts included in basal readers used for beginning reading instruction in Texas in 2000. Investigates the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the text. Suggests that policy…

Describes picture books that contain environmental print (print found in the natural environment of a child, such as logos, billboards, and road signs) and how they can be used in the classroom. Includes "ABC Drive!" by Naomi Howland (1994), "The Signmaker's Assistant" by Tedd Arnold (1992), and four others. Also provides a…

Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)

A 9-year-old with learning disabilities exhibiting speech and language delay was taught to illustrate his own picture prompt materials for learning basic sight words. Illustrating word meaning was first modeled for the participant. Subsequently, he illustrated the remaining target words. Rapid acquisition and retention of the target words…

District staff members and teachers in the Northern Lights School Division of Alberta designed a formal reading curriculum for kindergarten. In the first year, all 141 kindergarten-age students were included in the study. Their progress equaled that of students in average first-grade classrooms, and none of them failed. (Contains 14 references.)…

Examines the extent to which curricular choice and incorporation of phonemic awareness (PA) into the kindergarten curriculum affects growth in kindergarten literacy skills and first-grade reading and spelling outcomes. Provides large-scale classroom support for findings on PA reported by the National Reading Panel. (SG)

Describes a study that examined the relations between shared reading and the development of phonological sensitivity and oral language skills in very young children. Explains that preschool measures of shared reading were found to be correlated significantly with these developmental outcomes. Discusses results in the context of calls for improved…

Examines the interrelationships among different enabling skills among children in Latvian kindergartens, and considers how various enabling skills (phonemic awareness, naming, and short-term memory) contribute to explain unique variance in early reading acquisition. Concludes that phonemic awareness seems to be the paramount skill related to…

Suggests new bases of information that need to be considered in deciding how to handle phonics effectively in beginning reading and writing instruction. Presents a description of phonics instruction in the classroom of a teacher of a whole language kindergarten. (MG)

Presents four strategies for exploring beginning adult readers' perceptions about reading and their abilities: (1) giving intake interviews; (2) using the Directed Listening-Thinking Activity; (3) analyzing adult's retelling; and (4) dictation by the student. Advocates use of Jane Davidson's "Holistic Reading and Writing Assessment for…

Features critiques from 10 literacy educators on the book "Beginning to Read: Thinking and Learning about Print" and a response from the author, Marilyn Jager Adams. (MG)

Examines methods and materials for teaching beginning reading and Mandarin Chinese (the standard dialect the People's Republic of China) to Chinese children of different dialects. Finds value in the integration of language arts with peer tutoring, multimodal approach, and teaching with mnemonics, but reports excessive memorization, little silent…