FOUR NULL HYPOTHESES WERE TESTED TO EVALUATE SELECTED READING READINESS TESTS AS PREDICTORS OF FIRST-GRADE READING ACHIEVEMENT. FIVE SCHOOLS IN THE BANGOR, MAINE, CITY SCHOOL SYSTEM WERE RANDOMLY CHOSEN. IN EACH SCHOOL, ONE CLASS USED THE EXPERIMENTAL PROGRAM WHICH EMPHASIZED SUPPLEMENTARY VOCABULARY INSTRUCTION WITH READINESS TRAINING. ANOTHER…

THE FINAL REPORT FOR THE COORDINATED FIRST-GRADE STUDIES FROM THE OFFICE OF EDUCATION IS PRESENTED. THE STUDIES INVESTIGATED THE FOLLOWING--(1) TO WHAT EXTENT PUPIL, TEACHER, CLASS, SCHOOL, AND COMMUNITY CHARACTERISTICS ARE RELATED TO FIRST-GRADE READING AND SPELLING ACHIEVEMENT, (2) WHICH APPROACH TO INITIAL READING INSTRUCTION PRODUCES SUPERIOR…

AN INTERIM REPORT OF A 3-YEAR STUDY OF THE EFFECTIVENESS OF THE INITIAL TEACHING ALPHABET (ITA) AND THE PEABODY LANGUAGE DEVELOPMENT KITS (PLDK) WITH UNDERPRIVILEGED CHILDREN IN BEGINNING READING AND IN STIMULATING ORAL LANGUAGE AND VERBAL INTELLIGENCE IS PRESENTED. FIVE EXPERIMENTAL GROUPS AND ONE CONTROL GROUP WERE DERIVED FROM 17 CLASSES IN…

THE TEACHER'S GUIDE PROVIDES SUGGESTIONS FOR INTRODUCING EACH OF THE 100 LESSONS IN OPERATION ALPHABET 1, A WORKBOOK TO HELP ADULTS LEARN TO READ AND WRITE. IT LISTS MATERIALS NEEDED, AND OUTLINES THE PRESENTATION AND WRITING PRACTICE. AN INTRODUCTORY SECTION COVERS ABILITY GROUPING WITHIN A CLASS, READING RATES, AND GUIDEPOSTS TO GOOD TEACHING OF…

A SELECTED LIST OF BOOKS TO MEET THE NEEDS OF ADULTS JUST LEARNING TO READ IS PRESENTED. THE LIST IS UNEVEN AND INCOMPLETE IN MANY SUBJECT FIELDS OF KNOWN INTEREST. SECTION 1 INCLUDES TEXTS, WORKBOOKS, AND SUPPLEMENTARY READING TITLES FOR THE BEGINNING READER AT APPROXIMATELY GRADES 1-4 READING LEVELS. SECTION 2 LISTS TEXTS, WORKBOOKS, AND…

BASED ON "COLD DATA," SOME CONCLUSIONS ABOUT THE PROBLEMS OF TEACHING READING TO SOCIALLY DISADVANTAGED CHILDREN ARE LISTED AND BRIEFLY DISCUSSED. AMONG THEM ARE THE FOLLOWING--(1) MOST OF THESE CHILDREN ARE RETARDED READERS, BUT THEY LEARN TO READ IN SPITE OF, AND PRIOR TO THE SOLUTION OF, THEIR PSYCHOSOCIAL PROBLEMS, (2) WORD ATTACK SKILLS…

A SEQUENTIAL, INSTRUCTIONAL STRATEGY WAS PRESENTED FOR DECODING LETTERS INTO SOUND. THE STRATEGY WAS INTENDED TO COMPLEMENT INSTRUCTIONAL PROGRAMS IN BEGINNING READING. LETTER-SOUND CORRESPONDENCES AND CONCEPTS WERE PROVIDED FOR ALL LETTERS OF THE ALPHABET AS THEY MIGHT OCCUR IN VARYING POSITIONS TO FORM ENGLISH WORDS. OF THE VOWELS, ONLY TWO…

AN INVESTIGATION WAS MADE TO GAUGE THE EFFECTS OF AN INTENSIVE, INSERVICE TRAINING PROGRAM ON TEACHERS' CLASSROOM BEHAVIOR AND READING ACHIEVEMENT OF PUPILS TAUGHT BY PARTICIPATING TEACHERS. A TOTAL OF 30 FIRST-GRADE TEACHERS VOLUNTEERED FOR PARTICIPATION. ONE-HALF OF THIS TOTAL WAS ASSIGNED TO AN EXPERIMENTAL GROUP, AND THE OTHER HALF TO A…

THE EFFECTIVENESS OF THREE METHODS WERE COMPARED FOR DEVELOPING READING READINESS IN SPANISH-SPEAKING FIRST GRADE CHILDREN. THE METHODS USED WERE (1) ENGLISH LANGUAGE INSTRUCTION WITH AUDIOLINGUAL TECHNIQUES, (2) SPANISH LANGUAGE INSTRUCTION WITH AUDIOLINGUAL TECHNIQUES, AND (3) LANGUAGE INSTRUCTION USING THE SAME MATERIALS AS METHODS ONE AND TWO,…

As part of a series of publications reporting the promising practices gleaned from pre-elementary Right to Read programs, this manual is designed to provide pertinent information regarding young children and reading. It covers such topics as the skills necessary for reading acquisition, how children acquire these skills, and the importance of…

This report is one of a regular series about the status and progress of studies on the nature of speech, instrumentation for its investigation, and practical applications. The 11 papers discuss the dissociation of spectral and temporal cues to the voicing distinction in initial stopped consonants; perceptual integration and selective attention in…

An understanding of how children interact with reading material in educational settings is crucial to the understanding of successes and failures in teaching children to become skilled readers. This report describes the development of a plan for observing, describing, and coding reading activities in a representative sample of classrooms. The…

SOME OF THE IMPLICATIONS OF CHALL'S "LEARNING TO READ, THE GREAT DEBATE" FOR TEACHING PERCEPTUALLY HANDICAPPED CHILDREN TO READ ARE DISCUSSED. CHALL CONTRASTED THE WHOLE-WORD APPROACH WITH THE CODE-EMPHASIS APPROACH IN WHICH A CHILD BREAKS THE CODE THROUGH LETTER-SOUND ASSOCIATIONS. IT HAS BEEN OBSERVED THAT CHILDREN FIND MORE DIFFICULTY…

TO TEST THE ASSUMPTION THAT THE READING PROCESS IS A NATURAL EMERGENCE OF LANGUAGE DEVELOPMENT, A HYPOTHETICAL STRUCTURE WAS DEVISED TO RECAPITULATE THE PROCESS THAT IT IS ASSUMED THE CHILD GOES THROUGH. EACH OF 25 PRINTED WORD SYMBOLS WAS PRESENTED IN THE FOLLOWING ORDER--(1) A PHOTOGRAPH OF THE SYMBOL IN ITS NATURAL SETTING, (2) A DRAWING OF THE…

RECENT RESEARCH ON THE DISCRIMINATION PROCESS INDICATES THAT ERRORLESS LEARNING CAN OCCUR IF STIMULI ARE CAREFULLY PROGRAMED SO THAT THEY ARE DISSIMILAR AND GRADUALLY BECOME MORE SIMILAR AS TRAINING PROCEEDS. TO ASSESS THIS APPROACH IN TEACHING THE LOWER- CASE LETTER B AND D WITH KINDERGARTEN SUBJECTS, TWO SETS OF STIMILI CONSTITUTED THE FIRST…