This article proposes a dual-discrepancy approach to identifying children who do not respond to generally effective reading instruction. Curriculum based measurement is suggested as an effective tool for detecting dual discrepancies and an example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify…

Administers two tests of phoneme awareness to kindergarten-, first- and second-grade children in Germany and America as a probe to the consequences of pedagogical differences on the emergence of phoneme awareness. Finds that the contrast between the American and German kindergarteners and the equivalence of the first and second graders in the two…

Presents an ethnographic study that explores young bilingual children's early literacy experiences in three different languages (English, Urdu and classical Arabic) and in three strikingly different types of classes in England. Focuses on one bilingual boy of a Pakistani background. Aims to integrate non-dominating language and literacy practices…

Examines the perceptions of beginning teachers, their understanding of the process of reading, and their effectiveness in teaching that process to first-grade students. Investigates the support and guidance necessary to deal effectively with the challenges and new responsibilities faced by beginning teachers. Presents conclusions that include the…

This review examines non-North American ideas about reading difficulties. Noted is the success of such tutorial programs as Reading Recovery, used in Australia, the United States, and New Zealand. The potential of a Vygotskian perspective on assessment and teaching for children experiencing reading difficulties is outlined. (Author/DB)

Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…

Because prediction plays such a vital role in reading comprehension, predictable books are essential in the teaching of beginning readers. Prediction involves a three-step cycle: sampling, predicting, and confirming. Steps in using predictable books with hearing-impaired students are outlined, and a list of predictable and repetitive books is…

Describes a program for preschool children which focuses on: (1) reconstruction and analysis of different texts; (2) development of effective language experience; and (3) modeling and sequencing. Finds that students' attention span increased, their reading strategies were more diverse and appropriate, and attitudes improved noticeably. (MG)

The use of Single Concept Cards and Single Concept Card Sentences is presented as a means of helping poor readers or nonreaders improve word recognition. An overview describes the cards, and strategies are offered for teaching the first word or sentence, teaching subsequent words or sentences, and providing reinforcement. (JDD)

Examines similarities and differences in responses and experiences of two children's natural literacy development--the author's son, and the daughter of librarian Dorothy White, described in "Books before Five." Concludes that by reading aloud and discussing books with the children, parents created a strong foundation for beginning…

Compares discourse between an adult and children as they make meaning of and respond to text and pictures. Finds the adult used a non-directive format during discourse about pictures and a question-response format during conversation about text. Finds that the adult initiated the majority of exchanges about text. (RS)

The study examined the effectiveness of using sign language (Signing Exact English) to facilitate reading in students classified as trainable mentally handicapped. Results indicated that subjects learning to read words with an accompanying sign identified and retained significantly more vocabulary than did students learning to read in a…

Asserts that the language experience approach and invented spelling can be used to teach writing and reading in kindergarten. Notes that this approach takes advantage of children's enthusiasm for sharing stories, and individualizes literacy development. (MM)

Discusses the concept of emergent literacy, summarizing several theories and studies on children's early experiences with reading and writing. Examines the implications of this research for beginning reading and writing instruction. (MM)

Compares disabled readers and normal beginning readers on requesting help in the form of speech feedback during computer-based word reading. Finds that both disabled readers and beginners were not sensitive to word difficulty, and disabled readers remained dependent on the speech feedback. Discusses how profits of the procedures related to word…