The controversy over the effectiveness of various emphases in the teaching of reading--phonetic, look-say, decoding, electic-- is unlikely to end. This article, which analyzes reactions to an important 1967 book, provides a useful summary of the reading debate today. (Author)

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)

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

Presents research and opinion on the pros and cons of teaching phonics in the middle school. (SJL)

A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)

States that in the 1970s, sight words existed in a "topsy-turvy world" in which the variety of definitions was confusing. Suggests that readers recognize sight words as single, holistic units without segmenting and attending to letters one at a time, and without sounding out and blending letters sequentially. Explains the connection…

Concludes that monosyllabic words are easier for beginning readers to read than are polysyllabic words and that children just learning to read should be taught phonics skills with monosyllabic words. (RB)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

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