Research reported in this paper is part of a more general investigation into the speech, reading and writing of 5- to 7-year olds. It is designed to trace children's comprehension of instructional terms and their abilities to identify units in written and spoken language while they learn to read. (Author/CB)

Special issue devoted to research and the teaching of French in the elementary school. (VM)

A list of 26 books used with children throughout the elementary grades to engage them in numerous ABC activities. (Author)

Article describes a new approach to the instruction of beginning reading. It is followed by a review of books and articles to aid in using this new approach. (MR)

Author calls for well-controlled, longitudinal studies of several issues needing further investigation in beginning reading. (MB)

Paper disscusses imaginative reading material in overcoming difficulties in learning to read. (MB)

Reviews the materials, techniques, and some of the schools involved in the phonics-based Alpha One reading program. (MB)

Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)

Notes that to effectively prevent children from becoming disabled readers the teacher must be able to identify the problem, recognize its significance, and modify the reading program in a way appropriate to the child's needs. Bibliography. (RW)