The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5-6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed that…

In order to examine whether any observed relationship between phonological awareness and reading ability in Down syndrome reflects the typical use of a phonologically based approach to reading, 12 children and young adults with Down syndrome were assessed for reading and phonological awareness skills. They were compared to a control group of 14…

Presents a technique for adapting the kinesthetic method for classroom use. (WR)

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)