First graders taught with the initial teaching alphabet showed superior word recognition when compared with matched subjects taught in the traditional English alphabet instructional format. Retesting in third grade showed no significant differences between the groups, but indicated that auditory memory affected reading performance in both…

This joint statement expresses concerns about present practices in pre-first grade reading instruction and makes recommendations for improvement. The statement was prepared by seven organizations concerned with preschool education and/or reading instruction. (BD)

Examines the nature of early school reading material and its distinct discourse structures, which are used to present possible social worlds and characters to children. Argues that understanding the interpretive challenges and problems that such texts present to children aids teachers in enhancing literacy. (RAE)

The order of difficulty of positions and the segmentability of phoneme categories are discussed in relation to the hypothesis that phonemes are functioning units in the perception and production of speech. The final version of the program for teaching phonemic segmentation is described. (Author/LMO)

Study compares the vocabulary generated from writing samples of 52 first-grade children in two whole language classrooms with vocabulary contained in the basal reader program. Concludes that whole language instruction does not limit children's exposure to systematic repetition of important vocabulary. (MM)

Two studies involving 215 subjects tested the hypothesis that orthographic coding bypasses phonological coding after the early stages of reading or spelling. It was found that nondyslexics continue to develop phonological coding skill until adulthood and rely on it for reading and spelling to a significantly greater extent than do dyslexics.…

Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…

Indicates that oral reading, turning the text into a big book, interpretive activities, and repeated shared readings can give even young children a command of the text. (FL)

Describes how in the 1960s and 1970s critics of the schools as well as the transitory interests of the schools themselves were the greatest forces for change in basal reader programs. Discusses how current demand for high test scores has influenced those who prepare basal material. (Author/NH)

Investigates the effect of corrective feedback on the capacity of preliterate children to learn explicit phonetic segmentation. (HOD)

Describes the activities in a first grade classroom in a small rural school district where reading instruction mirrors the kinds of reading done in the real world. (FL)

Relates the belief that "shared reading" using big books will provide children with a meaningful introductin to reading. (DF)

Substantiates a positive and significant relationship between high interest and literal comprehension for second grade readers in the Virgin Islands. Asks teachers to consider how this might affect classroom instruction. (FL)

Psycholinguists feel that the reading process and reading instruction should be reviewed in light of language and learning theories. (JH)

This article systematically reviews research on elementary reading programs for English language learners and other language minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language…