Concludes that, although first-grade students generate more haphazard responses on standardized reading tests than do older students, they nevertheless do apply similar reasoning strategies to vocabulary and comprehension items. (FL)

Argues that due to unfamiliarity with certain English sounds, Spanish-speaking children may be hampered in learning initial decoding skills necessary for developing fluent reading. Concludes that a brief ear-training program for the development of overall auditory discrimination can be beneficial to such children. (FL)

Provides an analysis of answers to a questionnaire completed by educators in 14 countries showing that they are responding flexibly to differing needs and new legislation affecting their schools. (FL)

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)

Explains how one kindergarten teacher introduces her students to children's literature. (FL)

Five contributors discuss the following topics: bringing comics to life through readers theatre, peer tutoring to improve word attack and comprehension skills, using storytelling to increase reading comprehension skills on Okinawa, beginning reading in Italy, and using remedial reading students as tutors for younger students. (FL)

Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…

Compares the stages of print awareness in two children to emphasize the developmental stages of literacy. Emphasizes the importance of parents and teachers responding appropriately as children develop their reading and writing skills. (HTH)