It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the "whole language" reading movement that advocated for analytic phonics instruction and having…

The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…

Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)

Concludes that finger spelling and signing are alternative strategies that teachers might find useful with children who are experiencing some difficulty in spelling. (FL)

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)

Examines the effectiveness of bibliotherapy in reducing the fears of second-grade children. Concludes that, at least in some cases, bibliotherapy instilled rather than eliminated fears. Suggests that teachers use the technique with caution, especially with lower elementary grade children. (FL)

Describes an inductive categorization strategy for helping children develop word recognition ability. Closes with theoretical and interpretive comments that support the use of the word sort teaching strategy. (FL)

Reports on a study that indicated the effectiveness of Scottish methods of teaching beginning reading to boys from working class homes. Describes the teaching methods used and concludes that Scottish success may be partially accounted for by early phonics teaching and by daily involvement of parents in children's reading. (GT)

Provides an overview of the goals of English orthography which counter the misconception that its spelling is chaotic. Examines a survey of first grade text vocabulary, which show that spelling consistency is increased significantly if the position of the phoneme within the syllable and the identity of the phonemes in the environment are taken…

Explains that Reading Recovery is a widely used preventive early intervention program designed for young children who have failed to respond adequately to formal reading instruction. Discusses the theoretical underpinnings of the program, the assessment battery used in the program, the specific procedures and instructional strategies emphasized,…

Studies the attitudes toward reading as a sex-role appropriate behavior in classrooms using basal reading instruction or the whole language approach. Suggests that the nature of instruction has a significant effect on boys' view of the sex-role appropriateness of reading and writing. (MG)

Compares the reading performance of first grade readers of low, middle, and high abilities trained in listen-read, listen-alone, or read-alone procedures. Concludes that the listen-read procedure is an effective technique for low and middle ability readers in facilitating word recognition and reading comprehension. (RS)

Examines methods and materials for teaching beginning reading and Mandarin Chinese (the standard dialect the People's Republic of China) to Chinese children of different dialects. Finds value in the integration of language arts with peer tutoring, multimodal approach, and teaching with mnemonics, but reports excessive memorization, little silent…

Describes an informal spelling assessment that teachers can use to understand students' level of orthographic knowledge at the beginning of the school year. Reports that the results of this informal testing allow teachers to group students for word study and directed literacy instruction. (MG)

Describes a teaching strategy--word sorting--that helps students to develop more accurate and automatized word recognition and spelling ability. Describes a series of word categorization activities in which students compare and contrast various word features or properties. (MG)