The employment of the graphoneme approach in reading instruction is based on several generally accepted concepts regarding the learning process and the nature of the English language. A graphoneme is a closed syllable, a syllable which begins with a vowel and ends with a consonant, and it is thought to be the stable unit in the relationship…

The strategies used by children in word recognition are examined. A critical review of some of the classical research which has influenced current thinking about how words are recognized is presented along with a discussion of some of the errors which can be found in these studies. A five-stage model of how beginning readers learn to recognize…

A review of Jeanne Chall's book "Learning to Read: The Great Debate" is presented. A summary of the book's research and a reaction to its content are offered. The following four elements considered important to effective reading instruction are listed: (1) teacher competence, (2) pacing, (3) method, and (4) content (motivation). The manner in…

This teacher's manual presents the Spanish decoding skills. Used prior to basic Spanish language primers, it teaches the basic skills necessary for reading Spanish. The manual is organized into four sections. Section 1 contains day-by-day instructional plans; section 2 contains general information concerning the mechanics of the Spanish language…

A teacher-parent recounts how she used labels on grocery items and other advertising formats to help her preschooler gain confidence in beginning reading. (JMB)

This paper reviews research on children's use of contextual cues in reading, and reports on a study which explored the contextual sensitivity and word recognition behavior of 108 beginning readers from grades 1, 2, and 3. (CM)

Children's rhymes are one way of introducing children to the world of print and reading instruction. (DD)

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

Reviews the literature concerning the importance of a child's oral language in learning to read. (JM)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

Considers the possibility of a relationship between oral language and reading. Includes an extensive list of references. (JM)

By observing children who learn to read by themselves, teachers may learn some important aspects of beginning reading. (JM)

Suggests that teaching words with a regular phonetic structure first will help children learn, and presents lists of words with regular phonetic structure and three procedures teachers can use in an instructural program. (JM)

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

Based on experiences with her own blind child, the author offers suggestions to other parents and teachers on activities to do with young visually impaired children that will help promote early developmental learning in braille reading. Also included are implications for design and production of appropriate preschool books and materials. (Author)