Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

This study extended the exploration of the development of word identification speed to younger skilled and less skilled readers. It focused on the attainment of unitized speeds to determine when the final phase in reading development (the speed of processing) is reached for familiar words during the early years. (Author/PN)

Shows that Dutch children acquire and use lexical entries containing specific information about visual-orthographic structure quite early, even after only six months of formal training in reading. (FL)

Outlines a technqiue for using books with predictable content with young children and lists several such books. (FL)

Reviews recent research on the skill of drawing inferences in reading and concludes that inference drawing plays a major role in reading comprehension. Offers recommendations for teaching inference in the primary grades. (FL)

Excerpts from "On Learning to Read: The Child's Fascination with Meaning," by Bruno Bettelheim and Karen Zelan, emphasize the importance of meaning in teaching a child to read. Six reading specialists comment on the book and on teachers' problems in teaching children to read. (MLF)

Describes the use of 10 word picture books to enrich the language experience of young children and to motivate their reading. (HOD)

Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

With a simplified alphabet and interactive computer programing, John Henry Martin has developed a system by which children can learn to read and write far better than usual. In this interview, he explains his approach. (Author/MLF)

Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)

Suggests that most countries using an alphabetic language system judge success in beginning reading as the ability to do tasks demonstrating mastery of the same set of skills, but that the types of tasks used to measure these skills and the number of skills tested vary from country to country. (FL)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Examines the relationship between syntactic maturity of oral language and reading achievement of first-grade students and compares this aspect of language competency to several traditional factors of reading readiness. (FL)

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)