This study examined the relationship between first and second language oral language proficiency and reading skills in Spanish-English first grade children (n=85). Reading and phonological processing were related both within and across languages. Three factors (a reading factor, an oral proficiency factor, and an implicit phonological factor) were…

Describes phonological sensitivity at different grain sizes as a good predictor of reading acquisition in all languages. Presents information on development of phonological sensitivity for syllables, onsets, and rimes. Illustrates that phoneme-level skills develop fastest in children acquiring orthographically consistent languages with simple…

Shares experiences of two first grade teachers who were beginning to make a transition from basal reading to a more holistic approach. Suggests that, although teachers are in transition from basals to more holistic approaches, some incompatible and contradictory elements will exist. (MG)

To examine the effects of whole language and language experience approaches on beginning reading achievement, a quantitative synthesis was performed on two databases: 5 first-grade studies of the United States Office of Education and 46 additional studies comparing basal reading approaches to whole language and language experience approaches. (SLD)

Analyzed 80 nursery school and kindergarten children's use of referential and phonetic strategies in reading and writing. Results indicated that there was a shift with age from the use of referential to phonetic strategies. (RJC)

Reports the results of a survey of Brent primary school headteachers concerning home-based reading programs. Finds considerable parental involvement in children's reading, as well as heightened institutional interest in developing parental-involvement programs. (NH)

Uses preschool tests of general verbal ability, verbal memory span, phonological awareness, lexical access speed and accuracy, and letter knowledge in preschool as independent measures predicting performance on second-grade reading comprehension, word discrimination, and word decoding speed. Finds differential main effects and interactions but a…

Examined the practice of emergent reading, in which preschool children practice readinglike behaviors by retelling a story that has been read to them based on the pictures and text in a book. Found that eight preschoolers in a Head Start program could successfully "read" key points in an illustrated storybook. Contains suggestions to…

Investigates the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first graders. Finds that training which provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. Suggests that phonemic awareness training for low-…

This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental…

Reports a study that examined the use of phonics instruction in fundamentalist Christian schools. Interviews with Christian educators and professionals at conferences indicated that support for phonics (because it is felt to be more traditional and to work) and distrust of the whole language approach is common among Christian educators. (SM)

Comparison of "Distar Reading Mastery" and Addison Wesley's "Superkids" beginning reading programs with 81 children in transitional kindergarten special education classes found no significant differences at the end of the treatment year or at one-year follow-up. However, among children making the most gains, the Distar group…

First and second graders studied words by means of a talking computer system that highlighted and pronounced orthographic units in words that were touched with a light pen. Results suggest that presenting words as wholes is at least as helpful for short-term learning as presenting them segmented. (LB)

Investigates whether listening to stories in literary Arabic would have salutary effects on kindergarten children's emergent literacy skills. Finds that children in the experimental classes outperformed control classes on comprehension and active use of language. Concludes that children can acquire a second register through exposure in school…

This study evaluated Frith's 3-phase model of reading acquisition with 300 children in 2 cohorts who were followed from kindergarten through grade 3. Varying relationships were found among global language abilities, word recognition abilities, and reading comprehension depending on grade level. Implications for the study and treatment of…