Describes a child's gradual discovery and awareness of the meaning of print and her beginning reading experiences. (HTH)

An appraisal was made of data reported by Clay (1969) as evidence for individual differences in self-correction behavior in children's reading. It was found that the index of incidence of self-correction used had several properties which could not be justified. (Author/SJL)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Explores the gap between adult writers and children readers and examines some misconceptions about writing for children. (HTH)

Describes a study designed to determine the order of introduction of the common phoneme-grapheme correspondences needed for use in decoding written words in the elementary grades. Includes tables showing the order of introduction of vowel and diphthong phonemes and of consonant phonemes, and presents a teaching hierarchy for introduction of…

Suggests that reading theorists who neglect to treat context frequently produce distorted views of how reading occurs. (MKM)

Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Fifteen children (ages 5.1 to 6) received a 12-week intervention on measures of phonological processing skills and reading. At posttest, students performed significantly better than the control group on measures of phonological processing skills and in reading. Results suggest such early intervention may enhance early reading and possibly reduce…

Evaluated the effect of training to improve letter-naming speed on beginning reading skills with 39 first graders. Results show that trained students demonstrated significantly faster letter-naming speed as compared to untrained peers. However, this difference did not lead to a significant difference in overall measured reading skill. (RJM)

Discusses how teachers can foster the development of self-monitoring and searching behaviors in beginning readers. Describes reading strategies and cues that tend to be used rather automatically. Discusses two types of processing strategies (monitoring and searching) and observing cues used for self-monitoring. Describes how to foster…

Argues that the National Reading Panel is too narrow in its presentation of scientifically valid reading research. Presents a sample of practices that enjoy support but were ignored by the panel and qualitative research that was out of bounds because of the methodological guidelines of the panel. Concludes that most of the cutting edge of the…

Observes the point when students begin to see the role that words play in their lives. Discusses how the author wants each student to begin acquiring the many different discourses that will make him or her successful in school, and in life. (SG)

Word boxes and word sorts are two word study phonics approaches that involve teaching phonemic awareness, making letter-sound associations, and teaching spelling through the use of well-established behavioral principles. The current study examines the effectiveness of word boxes and word sorts. Findings revealed that word boxes and word sort…