Discusses the importance of speech skills as antecedents to learning word perception skills in beginning reading. (RB)

Describes a tic tac toe game in which students learn vocabulary words in their expressed areas of interest. (MG)

Beginning readers must be made aware of the differences between elements of language such as words and sentences before reading instruction can proceed successfully. (MKM)

Examines the Decoding Skills Test (DST), a criterion referenced, diagnostic instrument designed to identify deficiencies in word decoding. (JC)

Reports on a study in which a seven-year-old girl was trained to focus on individual words in learning to read. (FL)

Offers a set of lesson plans that use simple semantic word maps to help students improve their vocabulary knowledge and comprehension in all subject areas. (FL)

Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)

Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)

Refutes the notion that remedial readers are unable to use context clues, arguing that poor readers simply have difficulty with automatic word identification. Suggests three approaches to heighten students' sensitivity to the use of context clues. (MM)

Finds the most effective schools and teachers to be distinguished from moderately and less effective schools by the following: time spent in small-group reading instruction, with much teacher collaboration; coaching children in strategies to figure out unknown words as part of phonics instruction; higher-level comprehension questions; more…

Homework is an instructional staple for most classroom teachers; however, considerable debate over the effectiveness of homework has been at the center of discussions among researchers, administrators, educators, parents, and students. Rather than continuing the battle as to whether or not homework enriches learning, it appears the more…

Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Suggests a modification of the miscue analysis procedure for the classroom teacher's use. (MKM)

Concludes that as little phonics instruction as is necessary should be presented to help the learner achieve increasing independence in the various coding tasks. (RB)