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

Presents the ideas of three people highly visible in the field of reading, each of whom holds different views about reading and reading instruction, in an effort to help teachers clarify their own thoughts. (FL)

In discussing word recognition, Kenneth Goodman argues that preoccupation with words, leters, and sounds cuts off children from the meaning-seeking function of reading; that oral and written language are parallel modes of obtaining meaning from language; and that reading is a selective rather than a precise process of word perception. A review of…

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

The debate between the whole language approach and the word-centered skills approach to beginning reading instruction is likely to continue into the next decade, so it seems crucial that educators at all levels understand thoroughly the views held by the participants. Advocates of the whole language approach believe effective readers see meaning…

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…