An organic approach to the teaching of reading emphasizes the selection of vocabulary from the experiential background of the child. (JH)

Suggests that Piaget's theoretical perspective on children's developmental stages may provide insight into ways to help children who are not succeeding in formal reading instruction. (TJ)

Reports on 3 unorthodox programs for teaching beginning reading. One uses library books and newspapers as the core materials, one features a parent-involvement program, and one emphasizes tender training. (JMB)

Current methods of testing reading ability do not give a full indication of children's reading ability and comprehension and may diminish pleasure in reading. (JD)

Presents five basic decoding patterns which can be applied in a linguistic approach to teaching reading or spelling. (JM)

Ability to read depends less upon learning isolated, sequential skills than upon the natural desire to communicate beyond the oral level and the opportunities offered by society and environment to develop this ability. (JD)

Consistency with flexibility can be provided in a remedial reading program for learning disabled elementary grade students with a seven-step program involving oral language remediation, alphabetic-phonetic instruction, auditory analysis, Glass analysis, (decoding, Glass, 1973) neurological impress, and strategies for comprehension. (DB)

Argues that children may have difficulty in learning to read because the print in their books is designed to be looked at rather than read, or because theories about a need for uniformity and simplicity result in letter shapes that are hard to distinguish or to remember. (RS)

The Whole Language Approach to learning is used to develop reading, writing, and language skills in primary grades and science and social studies skills in intermediate grades. The program is described and its techniques of immersion, theme building, brainstorming, implementation, and flexible grouping are discussed. (JL)

Asserts that the reading and writing relationship must be reinforced in classroom methodology, and offers seven guidelines for connecting reading and writing in children's literacy development. (MM)

First-graders (identified as high-risk for reading difficulties) were taught to read examples of "environmental print" (words on candy wrappers, grocery bags, newspaper advertisements) and were able to identify and write words when logos and supporting detail were removed, indicating that activities using environmental print can…

Studied first- and fifth-grade children at different levels of reading skill in four familiarization experiments concerned with word encoding processes. Overall, supports the view that word encoding undergoes qualitative change as reading progresses from beginning to more advanced levels, although the reason for this change is unknown. (Author/NH)

Descriptive statistics of grapheme patterns to which child readers are initially exposed were determined, with the purpose of providing a data source for research on children's knowledge and use of orthographic structures in reading and spelling English. (DF)

Suggests that reversing a basal reading lesson sequence can help teachers achieve some of the tenets of schema theory. Presents a lesson that does this. (FL)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…