Discusses the positive effects that can be gained from using the initial teaching alphabet in beginning reading instruction. (RB)

Discusses the importance of learning to transform the visual representation of language into meaning during beginning reading. (RB)

Argues that reading research studies should be more widely disseminated so that teachers may apply the latest information in teaching reading. (RB)

Concludes that word blending is a controversial issue and questions its usefulness. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on models describing the reading process. (RB)

Concludes that the diacritic e generalizations formulated on graphics research have value for use in decoding programs as early as the first reader of typical basal series. (RB)

Discusses the results of research on the effect of readiness training for preschool youngsters. (RB)

Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)

Describes a beginning reading program based on the child's language and experience. (RB)

Brief discussion of readiness experiences including listening, asking questions, viewing interesting things, and writing about class experiences. (BRT)

Argues that teachers of beginning reading can incorporate the cloze procedure into ongoing reading programs, and shows how this can be done. (RB)

Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)

1,000 words were rated for imagery by adults. 63 first graders and kindergarteners were then taught to read 756 of these words. Results showed that this imagery rating was significantly related to the subjects' ability to read (learn) the words. The word list with imagery ratings is presented. (RC)

Concludes that a teacher is one who creates circumstances that will result in students' learning and is able to adapt to individual variations among students. (RB)

The Hunter-Grundin Literacy Profiles are a set of five different tasks for assessing the language and reading development of children from six and one-half to eight years of age. The Profiles are based on the findings of an earlier study of spoken language and reading development of young children, which found significant success in reading…