Reports that reading instruction in Taiwan resembles the approach taken in North America and involves basal readers and integrated language arts activities. (FL)

Reviews the problems of bilingual education in the primary grades in the Philippines and concludes that most of them arise from graphic interference between the first language of the country, Pilipino, and English, the second language. (FL)

Reports research results showing that kindergarten children continue to progress in their knowledge about reading over summer vacations--without formal instruction. Contains a copy of the Letter and Word Reading Test, which was used in the study. (FL)

Contains suggestions from eight contributors regarding: (1) reading comprehension in beginning readers, (2) a directed spelling/thinking activity, (3) a marathon reading activity, (4) creative dramatics, (5) constructing a reading diagnosis package, (6) increasing parent involvement in the reading program, (7) vocabulary development, and (8) word…

Presents an example of one five-year-old child's efforts to learn to read. Concludes that teachers can make learning to read easier by knowing the interests of their students and by providing them with books and other materials that stimulate those interests. (FL)

Describes the elements and application of a teacher-made performance-based assessment tool for teachers of beginning readers or nonreaders. A sample performance assessment checklist is included. (HTH)

Illiterate adults could neither delete nor add a phone at the beginning of a non-word; but these tasks were performed by people who learned to read rudimentarily as adults. Awareness of speech as a sequence of phones is thus not attained spontaneously but is probably provided by learning to read. (Author/CP)

Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)

Indicates that story time experiences are a positive factor in successful beginning reading. (FL)

Goodman critiques a previous article in this journal (see EJ 217 652) that discussed a 1965 research study he conducted; he argues that the other article reflects confused thinking, and he suggests why the findings and implications of his research study have gained wide acceptance. (GT)

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

Presents reasons for the current upsurge in interest in oral reading errors, including theoretical shifts in how the process of learning to read is to be viewed and evaluated. Stresses the difference between descriptive and linguistic error analysis and develops leads that have emerged from studies using linguistic error analysis. (Author/FL)

The hypothesis that Black English-speaking children of low socioeconomic status would match spoken and written words when final spoken consonants were deleted, was not supported. Decoding errors revealed that race and social class influenced word strategy. (Author/CP)

Twelve first-grade children were tested on word-reading and automaticity of letter and word processing. Word-reading speed increased steadily during the year. Apparently, their ability to process letters automatically was acquired prior to the ability to read words rapidly and accurately. (Author/CP)

Three experiments were conducted to explore the effect of word training on interference patterns in the picture-word task. Subjects were first and second graders. (MP)