Surveys how children develop their powers of word identification, and questions common assumptions about the utility of sight words. (TO)

Reports a study of the conditions under which a monosyllabic word contained in a larger word can be used as an aid in pronunciation and identification of the word. (TO)

Author concludes that the evidence from the science of phonetics and from the experimentation with dictionary syllabication shows that dictionary forms of word division are inappropriate for use in teaching reading and spelling. (Author/RY)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)

Concludes that, while art activities can be defended as a way of adding variety or diversion in the teaching of reading, the proposition that they have a direct and positive influence on children's learning to read cannot be supported. (GT)

This monograph reviews discussions of the nature of syllables, in order to determine the usefulness of the syllable as a tool in teaching children to read and spell. The review found that the nature of the syllable remains controversial; there are at least four different definitions in the contemporary literature. The sharpest disagreements seem…

Reports the findings of a survey of the prevalence of negative beliefs about the usefulness of phonics among directors of university reading clinics. (JM)

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)

a rehash of the "Great Debate" between Jeanne Chall and the proponents of basal readers for teaching beginner's reading. (NH)

Contends that curriculum fragmentation does not exist, and that unless children develop a command of the details of any given body of knowledge, they will not be able to use their powers of critical and creative thinking. (Author/MLF)

Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)

Analysis of similar shapes for high-frequency words does not verify the hypothesis that shape provides a useful learning cue for teaching word recognition. (RB)

Describes the current situation in phonics instruction, citing recent studies supporting its effectiveness. (FL)

Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)

Studies of intensive phonics instruction are related to the issue of hyperlexia. Evidence on the incidence, frequency, and characteristics of hyperlexia does not support allegations that intensive phonics instruction interferes with development of reading comprehension skills. Hyperlexic children exhibit many symptoms of neurological impairment…