THIS TWO-VOLUME TEXTBOOK WAS WRITTEN TO OFFER A RAPID BUT THOROUGH INTRODUCTION TO WRITTEN JAPANESE. STUDENTS WHO HAVE ALREADY COMPLETED A BASIC COURSE IN SPOKEN JAPANESE WILL, UPON COMPLETION OF THIS READER, BE ABLE TO READ ORIGINAL JAPANESE BOOKS, MAGAZINES, AND NEWSPAPERS. VOLUME I INCLUDES AN INTRODUCTION OUTLINING THE ORGANIZATION OF THE…

The author presents a basic list of the thirty most frequently used words in children's reading. (MB)

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)

Compiles vocabulary from the spontaneous speaking vocabulary of children in kindergarten-first grade and from a list of 500 words frequently used in printed American English. (WY)

Presents the 500 words which appeared most frequently in an extensive sampling of third grade materials, drawn from the Word Frequency Book,'' and compares the list to other existing sight word lists. (AN)

Author discusses the many methods and approaches in teaching reading and concludes that it is the teacher that makes the difference. (MB)

A resource teacher describes her approach to helping prepare reading disabled students to use commercial preprimer, primer, and first grade materials through specially designed cloze sentences interspersed with questions. (CL)

Books in which illustrations, rather than words, carry the story line are helpful in teaching hearing impaired students to read. Suggestions are made for using this approach with beginning readers, students in grades 3 through 6, and advanced readers. An annotated list of sources is also included. (CL)

Discusses 11 documents processed into the ERIC system that shed light on the selection of a beginning reading program. (DD)

Two studies examined six-year-olds' use of analogy in spelling: between visible clue words and similar sounding target words and when clue words are not visible. Both studies found that equal numbers of analogies were made between words sharing a rime unit, a consonant-vowel, or a vowel but were not made when only common letters were shared. (KDFB)

Discusses the current status of research-based knowledge about young children's literacy experiences and describes efforts that are being made to bridge the gap between early-childhood education and high-quality schooling in the elementary years. (Author/SLD)