Present studies using the RITA (Readers' Interactive Teaching Assistant) computer-based literacy support system. Notes that the RITA system assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. Suggests that computer-assisted reading support can be effective in supporting children…

Draws attention to design issues that are likely to affect the way that children interact with screen-based information texts. Presents information based on the findings of the Interactive Multimedia in Primary Schools (IMPS) project funded by the British Library. Summarizes the design-related aspects of the project, highlighting those issues that…

Discusses the teaching approaches which English primary schools are encouraged to use as part of the National Literacy Strategy (NLS) and the ways in which the case for their increased use is supported by research and inspection evidence. Outlines the studies which have influenced the NLS in promoting greater direct interactive teaching of…

Discusses implementation of the Literacy Hour in small rural schools in England. Notes that the study supports evidence from national United Kingdom data that progress in literacy was made during the first year in which the Literacy Hour was operative. Shows that reading scores provide only a partial picture and that progress in writing may be…

Examines the role of early reading instruction on the nonword reading strategies employed by beginning readers. Describes how three groups of children were following either: the Early Reading Research project; the National Literacy Project; or usual classroom practice. Suggest that early reading instruction does have a significant impact on early…

Reports on an enquiry into the responses of a class of Year 1 children, aged 5-6 years, to the first eight months of the National Literacy Strategy (NLS). Notes that the methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. (SG)

Investigates whether the layout of type in two popular children's reading schemes was suitable for the intended reading age. Concludes that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change. (SG)

Investigates the relation between phonological awareness, sound-to-letter mapping knowledge, and printed word learning in novice five-year-old readers. Explores effects of visual memory and of teaching methods. Finds mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological…

Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. Shows that current debates about whole-word versus…

Concludes that less proficient readers, in general, are less able to use graphophonic cues and may rely more on contextual cues than proficient readers.

Concludes that relevant context had an effect on particular cloze items, as the positioning of items at the end of the natural passages did facilitate their prediction. (FL)

Reaffirms the relationship between classification and reading and supports the emphasis on the substrata factor theory on classification and superordination in particular. (FL)

Indicates that certain items in reading comprehension tests are not measuring for hearing impaired students the particular reading skill they are intended to measure. Argues for a word/idea association strategy as the explanation for this and briefly discusses its relevance for testing and educating the hearing impaired. (FL)

Reports on experiments that investigated several aspects of foreign language reading, especially the role and influence of the audiolingual component on the learning process. (FL)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)