This paper describes various approaches to beginning reading instruction and discusses the major factors which determine success or failure in beginning reading regardless of the approach used. The teacher, the child, and the social and physical environment while being infinitely variable can be controlled to great extent by the teacher of…

The purpose of this study was to determine what differences in expressed attitudes toward reading existed after one school year's instruction in each of four different beginning reading programs. Four schools with similar populations using four different emphases in beginning reading were selected for sampling. The different emphases were Language…

The purpose of this study was to develop a test of listening comprehension for kindergarten and beginning first grade and to establish the reliability and validity of the instrument. Parallel forms of the test were developed, each form consisting of six graded passages ranging in difficulty from grade 1 through grade 4, and 14 questions measuring…

Reviews the literature in the Educational Resources Information Center (ERIC) on whole word lists. (RB)

Investigates the relative difficulty of learning Japanese word kanji and syllable kana. (AA)

Analyzes four basal reading series to ascertain current usage of the words on the Dolch List. Reports that the listed words continue to be widely used and that the list remains a potent force in elementary school reading programs. (TJ)

Considers solutions to beginning readers' problems with decoding, syntax, semantics, text organization, and differences between spoken and written language. (DD)

Reviews recent innovations in language arts instruction and provides lists of materials children read and books children might make. (DD)

Reviews some of the research on the effectiveness of direct versus incidental instruction of beginning reading. (MKM)

Explores the characteristics and implications of the "new sentence method" of learning to read. (JM)

Investigated was the development of the process whereby 63 deaf children (9-14 years old) attended to the orthographic structure of tachistoscopically presented verbal materials. (Author/DB)

Briefly discusses research on consonant substitution and presents a five-step teaching strategy to help beginning readers use the words they know to figure out the words they don't know. (JM)

This study examined how 52 children, aged 5 to 7 years, were heard to read in school by teachers and at home by parents. Analysis of tape recordings in terms of moves made by adults resulted in a descriptive system of 21 moves. Findings are discussed. (Author/MT)

Crosby Bonsall, a prolific author-illustrator for young readers, comments on many topics related to writing, illustrating, and young children's initial independent encounters with print in books. (HOD)

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)