Using made-up words to teach sound-symbol relationships eliminates student guessing at familiar words. (Author/SP)

Compares British and Finnish reading instruction in the primary grades. (RB)

Describes a machine designed so that it was possible to construct the course or programme entirely in units of sound, in sound frames." (Author/AA)

Tests the hypothesis that the ability to decode words is facilitated if the beginning reader is taught only one sound per letter, the one sound associated with the letter being treated as an overgeneralization. Subjects were five pairs of four-year-old monozygotic twins. (Author/RH)

A history of the Dr. Seuss books recounts how the author has introduced millions of young children to the joys of reading. (MLF)

The Magnolia Speech School for the Deaf (Jackson, Mississippi) provides an intensive reading program for five preschool children. The program consists of four areas: the story reading session, primer reading, vocabulary development, and phonics. (SB)

Identifies and briefly discusses nine areas of reading research. (AEA)

Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Argues that problems identified with using phonics do not attack the skill, per se, which phonics provides--being able to independently unlock words. (HOD)

Investigates the relationship between phonological awareness and phonological memory and their relative contribution to early reading and spelling. Suggests they make significant yet distinctive contributions to early literacy. Notes evidence that a qualitative change in phonological memory takes place during the first year of formal schooling.…