A study was made of Formula Phonics Reading Chain Programs in six California elementary schools to determine whether these programs replicated, in both form and educational outcome, the model program. On-site visits were made to evaluate program components and teaching strategies. Student achievement data provided by the schools, the districts,…

Suggests that the ways used to conceptualize beginning reading instruction, and the teaching methods employed need to be re-examined. (RB)

Presents a review of the literature on the relationship between black English and reading problems. (RB)

DURING THE SCHOOL YEAR 1965-66, GROUPS OF FIRST-GRADE PUPILS IN THE LIVONIA SCHOOL SYSTEM, MICHIGAN, WERE PROVIDED WITH READING INSTRUCTION MATERIALS FROM EIGHT PUBLISHERS REPRESENTING EIGHT APPROACHES AS PART ONE OF A 2-YEAR STUDY. THE MATERIALS WERE THE LIPPINCOTT BASIC READING SERIES, THE SCIENCE RESEARCH ASSOCIATES BASIC READING SERIES, THE…

A 2-YEAR STUDY OF THE ABILITY OF FIRST GRADERS TO LEARN TO READ USING THE "EARLY-TO-READ I/T/A/" SERIES WAS CONDUCTED. SIXTY-ONE FIRST GRADERS IN ROSE HILL ELEMENTARY SCHOOL, MUKILTEO, WASHINGTON, WERE RANDOMLY ASSIGNED TO AN EXPERIMENTAL GROUP USING THE I/T/A SERIES AND TO A CONTROL GROUP USING THE "GINN BASIC READERS." THREE…

THE SECOND PROGRESS REPORT OF A PROJECT UTILIZING A COMPLEX TEACHING MACHINE, THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT, TO STUDY THE ACQUISITION OF BEGINNING READING SKILLS BY 5-YEAR-OLDS FROM DISADVANTAGED BACKGROUNDS IS PRESENTED. THE FIRST REPORT DESCRIBED THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT AND DISCUSSED THE PROGRAMING DEVELOPED…

A STUDY OF KINDERGARTEN PERCEPTION WAS MADE TO DETERMINE IF A FORMAL PROGRAM IN PERCEPTION IN KINDERGARTEN WOULD CONTRIBUTE TO THE GROWTH OF PERCEPTION IN CHILDREN AT THE END OF THE KINDERGARTEN YEAR AND TO SUCCESS AT THE FIRST-GRADE LEVEL. FOURTEEN KINDERGARTEN CLASSES WERE CHOSEN AT RANDOM FOR A CONTROL GROUP, AND 14 CLASSES WERE CHOSEN AT…

RESEARCH IS COMPILED ON THE TOPIC OF READING READINESS. NUMEROUS RESEARCH STUDIES HAVE DEMONSTRATED THAT CHILDREN VARY GREATLY IN THE DEGREE TO WHICH THEY POSSESS "READING READINESS" AND THAT CHILDREN ARE DEFINITELY AIDED BY A READING READINESS PROGRAM. DISAGREEMENT EXISTS AMONG READING AUTHORITIES ON CERTAIN ASPECTS OF READINESS. AREAS…

SOME VOWEL DIGRAPH GENERALIZATIONS PRESENTLY TAUGHT WERE INVESTIGATED TO DETERMINE THE OVERALL UTILITY OF THE GENERALIZATIONS WHEN APPLIED TO A LIST OF REPRESENTATIVE WORDS MET BY CHILDREN IN READING INSTRUCTION IN GRADES 1 THROUGH 6, TO DETERMINE THE UTILITY OF ALL POSSIBLE SUBGROUPS OF ADJACENT VOWELS, AND TO EVOLVE NEW DIGRAPH GENERALIZATIONS…

Research conducted over the past 80 years is examined to answer three questions on sensory modality as it relates to reading. In the 18 studies reviewed which relate to the superiority of one modality over another, there was no consensus regarding the relative effectiveness of modalities among adults. The evidence leans toward greater…

Thirty-six nonreading children aged four and five years old participated in a study comparing the ease of learning words represented in traditional orthography (T.O.) and in three logographic systems: Carrier-Peak, Bliss, and Rebus. (The Carrier-Peak symbols, normally moveable abstract shapes, were converted to graphic form for the study.) The…

This pamphlet suggests methods of teaching beginning reading using word cards, stories written by a parent, and phonics games. Activities using word cards include writing the name of a person or object on the card and helping the child associate that card directly with the person or object. Stories written by parents usually feature the children…

From a 9,000-word lexicon, a set of spelling-to-sound correspondences was developed to systematically organize possible content for beginning reading instruction. With the aid of computer sorting procedures, correspondences and correspondence exemplars were sequenced according to criteria of productivity, regularity, generalizability, and…