This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short…

"Emergent literacy" means that a young child's communication skills are in the emerging state. Clearly, the child's environment is supremely important in nurturing this emerging literacy (Morrow 1995). Children cannot become literate alone. They need the help of others to claim their own unique literacy. Although most parents recognize that they…

The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…

This book provides beginning teachers and educational leaders with a series of articles that can help them build their curriculum knowledge base. Features include: (1) Provides a historical context of the curriculum field, giving educators a solid foundation for curriculum knowledge; (2) Describes the political nature of curriculum and how we must…

This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…

A reading instructor interested in reliving the experience of learning to read for the first time attempted to read "Androcles and the Lion" in Shavian Alphabet. The would-be reader of Shavian faces a page of hooks and slants completely unfamiliar, but there is no translation problem. As soon as the reader can pronounce out loud the…

Designed to assess the cognitive requirement expected or implied in beginning reading materials and in their instructional suggestions and to determine whether these materials are appropriate to the cognitive development of the children who will use them, this instrument is for use by evaluators with the first reader in a basal series. It directs…

Concludes that steps in instruction that seem logical to adults may not make sense to six-year-olds in beginning reading instruction. (RB)

Provides a preliminary look at the syntactic complexity of primary grade reading materials commonly used for initial reading instruction. (RB)

Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)

Reports and explains the results of a conference on how children learn to read and proposes some principles for teaching beginning reading. (RB)

A Russian method of teaching beginning reading using auditory discrimination of phonemes training was shown to be superior to two American methods. (JH)