Compares basal readers' vocabulary load in the 1960s, 1970s, and 1980s. Finds that the average number of words introduced in books for first grade increased during this time. Recommends that teachers adjust instruction to meet the needs of less able students when using basals with a high vocabulary load. (RS)

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (MM)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading…

Explores various ways self-selection (regarding what books to read or whether to read or write) during reading and writing supported six-year-old children's literacy development. (SR)

Uses exploratory data analysis to examine changes in individual reading and spelling patterns during first grade. Notes that subjects received 45 minutes of daily letter-sound instruction. Finds that spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Finds also that those slow to improve in phoneme deletion were…

Mediated and "live" picture books engender different patterns of interaction between reader and child. The reading of a TV picture book is a text, not an interaction centered on a text. Exposure to mediated picture books alone appears to be an inadequate replacement for "live" book reading in the acquisition of literacy. (18 references) (CP)

Describes (1) why environmental print is important to early literacy development; (2) how to design an environmental print program in kindergarten; and (3) the constructive and instructive value of environmental print. Provides practical suggestions for both how to set up a program and how to develop shared involvement with children in an…

Discusses the phenomenon that the definitions recognized for the term "word" is frequently different for teachers and beginning readers. Reviews research exploring the phenomenon. Offers suggestions for classroom activities to resolve this state of cognitive confusion. (RS)

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Provides 11 annotations from the ERIC database of recent reports and conference papers that address the relationship of phonics to beginning reading. (MG)

Compares early reading recollections of 32 proficient and 30 remedial adult readers. Finds significant differences regarding their perceptions that would be important for prevention and intervention of reading difficulties, including age when learned to read, where they leaned to read (home or school), most important person in early reading…

Argues for a reevaluation of the unexamined, unacknowledged assumption that narrative or story is primary--that children's abilities to understand and compose stories precede their capabilities to understand and use nonstory, informational written language. Finds that children were just as successful in reenacting the information books as they…

Debates the question of how automaticity in reading develops. Suggests that the traditional view of automaticity development (a result of limited attentional capacity) does not adequately describe the process. Discusses comparisons of alternative views of automaticity and the traditional view. (RS)

Forty-seven children (ages 4-6) with language handicaps were assigned to receive training in 1 of 3 categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Subjects made significant progress in each experimental category but demonstrated little or no generalization within a category or between categories.…

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)