Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

Considers the possibility of a relationship between oral language and reading. Includes an extensive list of references. (JM)

By observing children who learn to read by themselves, teachers may learn some important aspects of beginning reading. (JM)

Suggests that teaching words with a regular phonetic structure first will help children learn, and presents lists of words with regular phonetic structure and three procedures teachers can use in an instructural program. (JM)

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

Based on experiences with her own blind child, the author offers suggestions to other parents and teachers on activities to do with young visually impaired children that will help promote early developmental learning in braille reading. Also included are implications for design and production of appropriate preschool books and materials. (Author)

Provides answers to questions commonly asked by parents concerning beginning reading instruction. Emphasizes the development of oral language competence, and reading and writing for meaning, rather than formal instruction, and drill in reading skills. (PCB)

The authors suggest that children's knowledge that the words they use are made of discrete sounds may be as important as understanding grapheme-phoneme correspondences for the beginning reader. Evidence is cited to show that children who demonstrate this insight perform better in learning to read and that metalinguistic insight can be taught.…

Reports on a longitudinal study which found that letter-naming speed was strongly associated with subsequent progress in reading for kindergarten children but not for second grade children. Suggests that code emphasis should not be overlooked in beginning reading. (ARH)

Suggestions are presented for parents who wish to build reading habits in their young children. Several books for beginning readers, first-grade readers, and second-grade readers are suggested. (CB)

The article describes a reading program appropriate for the average deaf children without age-level language abilities. A top-down element features telling stories, reading aloud, creating narratives from the child's experiences, routines with picture books, functional literacy, and environmental print. A bottom-up component stresses letter…

Expresses a joint statement of concerns about present practices in pre-first grade reading instruction and makes recommendations for improvement. Guidelines and recommendations are the result of a collaboration among six national organizations. (KS)

Author suggests reasons for the enormous popularity among children of the Dr. Seuss books. (Editor/RK)

Dr. Seuss wrote in "Horton Hears a Who," "Don't give up! I believe in you all! A person's a person no matter how small." What a beautiful, encouraging message this is to his readers. Millions of children can't figure out the words on the pages of their books, because they don't know the speech sounds of the alphabet. This is called the alphabetic…

A study investigated differences in literacy teaching and learning between those classrooms following the "Literacy Initiative for Teachers" (LIFT) program and those using normal teaching techniques. A subsidiary aim was to document the staffing ratios throughout the day in the classrooms and the amount of time devoted to English. One Reception…