Discusses four methods of teaching reading to beginning readers and suggests where research can provide improvements in reading instruction. (RB)

Presents the results of research indicating that it is possible to prescreen for predicting the optimum reading instructional approach for each child. (RB)

A successful reading program should be based on the pupils' individual needs plus an emphasis on the self-motivation of the students. (JH)

Describes a reading program that uses a combination of basal readers to teach beginning reading. (RB)

Research is presented to support the theory that language skills are fundamental to reading. (JH)

A look at reading research and practices in Europe and Asia. (RB)

Acknowledging that while it is difficult to suggest specific instructional strategies for accommodating differing adult beginning readers' (ABR) psychosocial behavior, this paper offers appropriate instructional principles based on the educational and social needs of the ABR. The principles presented are as follows: (1) teachers should help adults…

Twenty children between six and nine years of age and of average or above average intelligence were used in a study to determine whether methods that restrict pupil participation to visual attention or oral response are of more or less value in attempts to recognize words than methods that involve activity with the hands, such as tracing or…

First grade students practiced reading ten unfamiliar function words; half studied the words embedded in printed sentences and half studied the words in unstructured lists and then listened to sentences comprised of the words. Posttest measures revealed that those who studied the sentences learned more about the syntactic/semantic identities of…

DATA RELEVANT TO THE FOLLOWING THREE QUESTIONS WERE DRAWN FROM 27 INDIVIDUAL STUDIES COMPRISING THE COOPERATIVE RESEARCH PROGRAM IN FIRST-GRADE READING INSTRUCTION--(1) TO WHAT EXTENT ARE VARIOUS PUPIL, TEACHER, CLASS, SCHOOL, AND COMMUNITY CHARACTERISTICS RELATED TO ACHIEVEMENT IN FIRST-GRADE READING AND SPELLING, (2) WHICH APPROACH TO INITIAL…

Various aspects of beginning reading programs in six countries are discussed in the five articles in this booklet. In the first article, the principles and methods of instruction used in Sweden are described and trends in beginning reading instruction are noted. The importance of a verbal environment, teacher competence, and early diagnosis in…

Children learning to read are often exposed to "stories" which are really little more than lists of sentences. A good story has at least continuity and conflict which may be analyzed in two ways: story grammar (analysis of setting and plot) and plans and beliefs (analysis of the plans and beliefs of the characters, including the reader's…

Designed as a practical guide for teachers, this book briefly reviews and discusses various aspects of phonics. Phonics is defined, and the part phonics has played in the teaching of reading in the past is considered. The use of phonics in teaching reading at the present is examined in relation to currently available research on various approaches…

The Pre-reading Skills Program (PRS) was developed at the Wisconsin Research and Development Center for Cognitive Learning. Research on prereading skills was conducted from 1966 to 1969. The developmental period, 1970 to 1974, included piloting and field testing instructional materials, teachers' manuals, assessment instruments, and a management…