Using first- and second-grade students, this study examined the use of sentence contexts for word identification by beginning readers. (HOD)

Suggests that teachers of reading would be in error to suppose that the displacement of regular methods of reading instruction in their classes by music activities will produce exceptional gains in skills. (Author/RB)

Questions the usefulness of lists of the most frequently used words in reading instruction, and recommends that teachers develop good phonics skills in young pupils and that teachers adopt the psycholinguistic approach to reading. (JM)

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

Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)