Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Discusses the use of syllabication in teaching decoding to beginning readers. (RB)

Article is an interview with Mary Austin, author of "The First R" and "The Torchlighters". (GB)

The author explores the question, Would children learn to read as early as they learn to talk if we let them?'' (Author/SJ)

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

Discusses the problems that arise when elementary school students try to read words that are common in their speech. (RB)

It was found that 1st graders could perform the cloze tasks, and cloze tests offered promise for use in evaluating the relationship of oral language performance to reading task performance. Cloze task tests were better predictors of end-of-year standard reading test scores than readiness and basal reader instruments. (Author/DB)

Appraises the performances of 27 3- and 4-year-old children on a computerized typewriter and concludes that, although 17 points separated the IQ scores of upper and lower socioeconomic level children, abilities in alphabet recognition, typing, and sight vocabulary were equal. Bibliography. (MD)

A series of tests measures the correct stage of mental maturity necessary for a child to learn to read and write. Purpose is to prevent children from being taught to read in nursery schools before they are ready. (JF)

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Offers guidelines for evaluating basal reading series when two series are to be adopted. (HTH)

Contends that the acquisition of fluent reading competency involves beginning readers' tacit recognition that they must learn to compensate for the absence of prosodic cues in the written signal by making use of the cues that are preserved. (HOD)

Offers Request, the Directed Reading-Thinking Activity, the Expectation Outline, the Prereading Guided Reading Procedure, Word Wonder, and Semantic Webbing as techniques that use many of the basic principles of the directed reading activity while adjusting to the needs of specific materials and students. (FL)

Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)