Illustrates how it is possible for teachers to prepare children for reading without workbooks and formal texts. (FL)

Concludes that there may be some need for teachers to alter their language of instruction so as to eliminate specialized terms that create confusion among beginning readers. (FL)

Previous conclusions regarding the negative effect of illustration on learning to read are challenged. Clarity is also sought on the issue of the effect of illustration on comprehension. (Author/KC)

Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (FL)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Investigates the relationship between cognitive synthesis abilities and reading abilities in kindergarten children. (HOD)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

Describes "Booktime," a modified form of sustained silent reading that produced positive results with first-grade poor readers. (FL)

Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…

Reports on a study that examined patterns and interrelationships in the development of print awareness over the preschool years with results indicating that preschool children do not acquire such skills and concepts in a fixed order. (MKM)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Introduces the use of word sorts as a way of helping children categorize words in helpful ways. (TJ)

Describes how to use a "natural language" technique that makes use of stories that contain predictable language patterns (such as those with words that are repeated or that rhyme) in teaching beginning reading. (MKM)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Cites studies in which the reading level of workbooks designed to accompany basal readers has been found to be several years higher than the reading level of the basal text. (MKM)