Reviews a number of beginning reading materials that can be used in improving children's reading skills in a variety of content areas. (FL)

Argues that syllabication is a highly sophisticated skill requiring extensive knowledge of types of syllables, vowels, and consonants and their various graphic representations, and that syllabicating words in terms of sound patterns may give divisions that are more consistent with speech patterns. (FL)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Nineteen kindergarten children were pretested on readiness and blending tests and randomly assigned to a control or experimental group to determine if auditory blending skills were teachable and important in a beginning reading program. Following instruction in sequencing and blending sounds, the experimental group gained significantly in both…

Illustrates how it is possible for teachers to prepare children for reading without workbooks and formal texts. (FL)

Concludes that there may be some need for teachers to alter their language of instruction so as to eliminate specialized terms that create confusion among beginning readers. (FL)

Previous conclusions regarding the negative effect of illustration on learning to read are challenged. Clarity is also sought on the issue of the effect of illustration on comprehension. (Author/KC)

Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (FL)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Investigates the relationship between cognitive synthesis abilities and reading abilities in kindergarten children. (HOD)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

Describes "Booktime," a modified form of sustained silent reading that produced positive results with first-grade poor readers. (FL)

Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…