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)

Using first- and second-grade students, this study examined the use of sentence contexts for word identification by beginning readers. (HOD)

This article discusses the distinctions between literal and critical reading and explains the role that word recognition ability plays in critical reading behavior. It concludes that correct word recognition provides the raw material on which higher order critical reading is based. (DB)

Concludes that word blending is a controversial issue and questions its usefulness. (RB)

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

The author refutes the conclusions of S. Finnegan's paper (see EJ 223 666) on the relationship between reading ability and auditory discrimination. (Author/PHR)

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)

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (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)

Reports on a study that examined the abilities of first and second grade pupils to read true and altered spellings of words they had either previously read correctly or had misnamed. (HOD)

Numerous reviews of the experimental research conclude that phonics is indispensable in word recognition instruction. However, there have been numerous objections to phonics teaching over the years. Some of the intolerance of phonics teaching reflects a lack of knowledge about the subject. Critics suggest that phonics hinders children's learning…

Intended to help dispel several unsupported "myths" about reading instruction, this book analyzes a selected group of teaching practices that have been supported by reading experts but not by research findings. The "myths" discussed in the first 12 chapters of the book are as follows: (1) phonics hinders comprehension; (2) unpredictable spelling…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…