Examines research on phoneme-grapheme correspondences in relation to the validity of certain phonic generalizations and concludes with implications for reading and spelling instruction. (JM)

Concludes that a large number of student teachers and experienced teachers at the elementary level cannot define the concepts and terms they are teaching. (RB)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

Results of study show that instruction in grapheme-phoneme correspondence using a didactic approach is an invaluable aid in producing specific articulation. (JM)

Analysis of the Rinsland vocabulary list indicated that while the list was dated, it was more than adequate for purposes of classroom instruction. (RB)

Concludes that college professors who teach preservice reading courses do not agree on what reading terms should be taught, their definitions, or the generalizations to be used in phonic analysis. (RB)