In order to have both fluent reading and good comprehension, the student must be brought beyond accuracy to automaticity in decoding. (JH)

Analyzes the Bullock commission's view on the methodology of beginning reading instruction with special reference to i.t.a. (RB)

This handy resource can be used by teachers, classroom volunteers, and parents for large- or small-group shared reading instruction. Scripted language, fun activities, and sample questions on topics such as directionality, text conventions, high-frequency words, and comprehension provide the instructor with reading strategies to support beginning…

Combine whimsical rhyming verses with practical activities that span the curriculum. Ideal for emergent and reluctant readers, this book offers: (1) repeated exposure to high-frequency words; (2) engaging opportunities for word-building, sentence development, and cross-curricular concepts; (3) fun ways to boost vocabulary and build reading…

This textbook is a reader that introduces the child by very easy steps to the delights of readings. Many of the stories are original, others are children's classics or from folklore, but retold from the original sources so that the book presents them in fresh and unhackneyed form. Some of the stories included are correlated with the great modern…

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Discusses the use of syllabication in teaching decoding to beginning readers. (RB)

Article is an interview with Mary Austin, author of "The First R" and "The Torchlighters". (GB)

The author explores the question, Would children learn to read as early as they learn to talk if we let them?'' (Author/SJ)

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

Discusses the problems that arise when elementary school students try to read words that are common in their speech. (RB)

It was found that 1st graders could perform the cloze tasks, and cloze tests offered promise for use in evaluating the relationship of oral language performance to reading task performance. Cloze task tests were better predictors of end-of-year standard reading test scores than readiness and basal reader instruments. (Author/DB)