Beginning readers must be made aware of the differences between elements of language such as words and sentences before reading instruction can proceed successfully. (MKM)

Draws a suggested framework for beginning reading instruction from psycholinguistic insights into the reading process. (DD)

Suggests that teachers try "mumble Reading" with beginning readers who have difficulty understanding what reading silently is. (JM)

Describes and evaluates the Test of Awareness of Language Segments (TALS), discussing the test administration, scoring, interpretation, reliability, and validity. Recommends TALS for evaluating a child's readiness for reading instruction, and for suggesting appropriate instructional interventions. (MM)

Programs were designed to teach three severely retarded adolescents to use individual anagram letters to construct the appropriate color words when shown color patches. After learning visual equivalences between colors and printed words, Ss demonstrated auditory reading-comprehension (matching printed words to dictated words) and oral reading…

Six mentally retarded students (12-22 years old) were taught to name sight words during token-exchange periods of a token-reinforcement system. Sequential teaching of new sets of sight words via a multiple-baseline design evaluated the procedure. Five of the 6 students acquired sight-word vocabularies. Data support the educational use of…

A report released in May by the Commission on Reading entitled "Becoming a Nation of Readers" suggests, among other things, that teachers should revise the way they teach reading. Specific comments are discussed. (MT)

Reports a study of the variables that contribute to adult beginning readers' retention in literacy programs. (JOW)

Examines some of the significant research in the area of learning modalities, analyzes the findings of this research, and discusses the implications of reading research as it relates to reading instruction. (RB)

This paper reports on a study of pedagogic practices surrounding novice readers of digital texts in four early childhood classrooms in Queensland, Australia. An empirical study of digital reading pedagogy was conducted in two middle class outer suburban schools in the Queensland capital, Brisbane--two classes in each school provided study sites:…

Discusses whether to prepare the child for reading instruction, or tailor the reading instruction to the child. (RB)

Article proposes various ways to utilize parents as resources for teaching children to read. (GB)