Prepared by the Wisconsin Research and Development Center for Cognitive Growth, the Wisconsin Design for Reading Skill Development (Design) contains several components. The field study evaluation of the Word Attack element in terms of attainment of objectives is reported in this conference paper. All children in grades 1 to 3 of two Wisconsin…

Use of the syllable as a unit for initial acquisition of reading is advocated. It is argued that since English alphabetic writing is based on a mapping between sound-stream and symbol, a decoding approach is necessary at early stages of the acquisition process. However, conventional phonics methods confound two very difficult tasks in initial…

Schools cannot change the language of children; the entire social structure is involved, particularly our patterns of social mobility and the values of lower class culture. At the early elementary level, children should be encouraged to use their own language to the fullest extent. Reading instruction for these youngsters should concern characters…

Presents a case study of one first grade student who has difficulties in reading and writing, and suggests that, even though the student is progressing slowly with the writing process approach, the method is helping and may be able to help other children like him. (JC)

Some adult learners and teachers have negative memories of their previous encounters with poetry because too much emphasis was placed on the poem's "intent" or dissecting poems to determine their rhyme schemes. However, poetry can be an effective complement to instruction in adult literacy classrooms and can serve as an effective instructional…

This collection of papers presented at the 13th European Conference on Reading brings together a vast range of knowledge, research, and perspectives about literacy and its complex processes. The book explores topics including: (1) Literacy and critical thinking; (2) Working with learners at all levels, from young children to adolescents to…

This brief document provides information about the nationwide reading initiative, Reading First, in the No Child Left Behind Act of 2001. Reading First is a focused effort to improve reading skills of students in kindergarten through third grade. First, information is provided on unique characteristics of the Reading First program and requirements…

This training package consists of a print training guide to accompany an audiotape and videotape. It is designed to support adults with learning disabilities in their efforts to become trainers. Adult learners who complete the training package as part of a further education college, adult education center, day center, or self-advocacy group…

This booklet discusses the importance of all students being guaranteed a carefully crafted and appropriately balanced approach to reading instruction. Section 1, "Beginning Reading Instruction," discusses variation and inequity in reading instruction and reading skills nationwide. The American Federation of Teachers (AFT) has made it a priority to…

The vocabularies of five- to eight-year-old blind children were sampled to help develop a graded series of braille reading books. Lists of words in alphabetic and frequency order are presented. (See TM 504 595 for availability). (Author/CTM)

Four teachers from diverse early childhood environments formed a teacher research group to learn more about children's language and literacy development. This article discusses the formation of the group, the value of teacher research for understanding children's language, and the lessons learned by the participating teachers that enhanced their…

Discusses how interactive, whole class techniques (using a student-generated Big Book adaptation of "Corduroy") improved the reading skills of high risk first grade readers. Describes several activities, including sight word strategies, decoding techniques, and word processing, and suggests 27 Big Books for use with these activities. (MM)

This critique of "Writing to Read," a computer-based reading and writing program, uses aesthetic criteria and artistic criticism. Observations of kindergarten and first grade classes are described; education as art is considered; the issues of time and control are examined; and the aesthetic criteria of balance and coherence are…

This paper describes the home and school experiences of 12 children from bilingual (mostly Chinese/English) homes who, before beginning first grade, demonstrated advanced ability to comprehend written English. Results demonstrate that lack of fluency in oral English should not exclude children from advanced instruction in reading. (Author/JDD)

Maintains that primary school teachers should increase the emphasis on narrative and expository textual experiences. Children should be exposed to a variety of reading experiences through a classroom library, the practice of reading aloud, and children's magazines. (BB)