Describes recent, major contributions to both sides of the debate between phonics instruction and the "meaning-based" approaches. Argues that it is too early to evaluate the debate, but that a tentative evaluation of the evidence favors meaning-based approaches. (RS)

Two experiments with moderately mentally retarded students found that (1) adequate verbal instruction had a modest but significant effect on the subjects' ability to blend consonant sounds, and (2) training without pictorial prompts resulted in better blending than training with pictorial prompts. (Author/DB)

Reading improvement in school-age children is the focus of the 10 articles within this supplement. Topics include recent research findings, classroom activities, teaching methods, computer-based instruction, literature-based programs, home-based activities, stages of reading development, and reading resource materials. (IAH)

Calls for reforms in instructional practices and curricula control in literacy programs that disenfranchise five- and six-year-olds who have already served for months or years as active members of the literacy club. Illustrated by one child's early literacy and kindergarten experiences. (BB)

Investigates the development of word consciousness prior to first grade and the relationship between word consciousness and reading ability. Finds that word consciousness develops through gradual extension and refinement of concepts about and awareness of print, and that a strong relationship exists between word consciousness and beginning reading…

Discusses the importance of reading aloud to young children. Suggests several books for reading aloud at the elementary level. (MM)

Discusses the importance and benefits of reading aloud to young children. Presents methods and follow-up strategies using a variety of literature to further develop children's early skills in reading and writing. (RS)

Presents teacher-tested techniques for making phonics part of helping students learn to read. Suggestions include writing to read, working with storybook text, using techniques that utilize many senses, and making phonics only one part of a balanced reading program. Resources for obtaining phonics materials are included. (SM)

Examines classroom context and how it shapes three first graders' beginning reading behaviors. Finds differences in contexts quite subtle, yet children followed instructional foci and read accordingly. Notes that some behaviors occurred across contexts, whereas others did not. (RS)

Examines the effects on six children's literacy play and intellectual development of coaching their teenage mothers to use selected cues in playful literacy explorations. Finds increases in the use of interfactional cues following intervention, with scores declining to different degrees during transfer and maintenance phases. Finds that children's…

Student-created "reading and writing books" are described as a technique for motivating beginning readers. Writing and illustrating their own books can help elementary-age students build vocabulary, learn word recognition, improve reading skills, and become familiar with sentence structures. Several book topics are suggested. (JDD)

A special section examines the advantages of using big books with young children. One big book author discusses her work, noting the importance of big book reading. Other authors present teacher-tested tips for using big books, titles of big books, and ideas for do-it-yourself big books. (SM)

Describes a first grade beginning literacy program in which the author and the teacher have collaborated to create a balanced approach to instruction. (MG)

Suggests that "Johnny can't read" because of high testosterone levels in fetal development and subsequent poor brain lateralization. Presents instructional strategies based on the principle of factorized teaching for each of three discrete lateralization categories. Notes that the use of factorized teaching appears to have improved diagnostic and…

Experiments investigated the learning effects of two strategies (whole-word and segmented feedback) in beginning readers. Results from both experiments indicate whole-word sound feedback is more helpful than segmented feedback. (SM)