A study of the oral language of Native American children indicates that many are not proficient enough in English to learn to read. Suggestions are given for language development. (MKM)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

Explores some ways in which teachers can direct the efforts of parents so that children gain the best possible advantage in learning to read. (Author)

Shows how clusters of short sentences found in basal readers can be combined into more complex structures, reinforcing reading skills as children write. (FL)

Analyzes two case studies of children who seem to have learned to read before enrolling in school. Examines common factors in their home environments, and suggests it is important for teachers to take into account the reading experience each child brings to school. (RS)

Investigated the reading strategies of 24 first grade students. Found that the "talk aloud" procedure (Olson, Duffy, & Mack, 1983) is a feasible tool for comprehension process research with young readers, and that it is possible to differentiate between the strategic preferences of good and poor beginning readers. (ARH)

Research literature is reviewed that shows a relationship between phonemic skills and learning to decode written words. Several tests that can be used to assess phonemic skills are described. The role of the school psychologist in screening and monitoring kindergarten and first grade children for possible deficits in phonemic skills is discussed.…

Within the context of an ongoing classwide peer tutoring system for sight words, a training program was conducted to teach first-grade peer tutors to provide verbal praise for correct responses on an intermittent schedule. After training, the four observed tutors successfully delivered praise on the desired schedule. (Author/JDD)

Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)

Concludes that the level of categorization from which a word is drawn affects its learnability as a sight word. (FL)

Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)

Reports the development of a 227-word, primary-level list that was drawn from words appearing in more than 400 books for beginning readers. (FL)

Examines the role of various word features (versatile letter combinations) and basal text factors (word repetitions) in the developing word recognition skills of 93 first-grade students. Indicates that the text to which children are exposed early in first grade may differentially shape their word identification strategies. (HOD)

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

Reports on a study that investigated the nature of the relationship between reading ability and performance on intelligence tests. Reveals a number of findings. (FL)