When young children of Color from minoritized communities read decodable readers mandated by their school districts, children approach reading the texts with the expectation that the texts will make sense. While decodable readers allow children to apply their knowledge of phonics skills in context to support their word recognition, they tend to…

We report a study where we investigated the effect of low or high phonically-decodable texts on young children learning to read. Two parallel series of 12 instructional reading books were used with 36 children in three schools. These books were purposely created so that each parallel book, in sequence, introduced the same number of new words.…

This study examines the specific recommendations of prominent educators and student readers of the nineteenth century regarding word recognition instruction and the varied activities which support such instruction. In the nineteenth century books, the authors examine all explicit instructions to the teachers in both front and end matter and then…

Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines.…

This article offers instructional suggestions and strategies based on research and theoretical literature for developing reading fluency through the use of rhyming poetry and other texts beyond the narrative and informational texts that have been traditionally used for reading instruction. Readers' lack of fluency in reading can be a monumental…

This paper proposes a technique for teaching decoding of the Arabic language to Arab dyslexic students following the multisensory, systematic, explicit phonics approach and based in part on the Orton-Gillingham approach. This technique emphasizes vocabulary controlled, font-modified, cumulative, color-coded reading materials, and orthographic…

Offers reports on a method for teaching letter sound recognition through the use of familiar tunes, a project in which students create question-and-answer exercises about reading selections, and a Minneapolis project in which events featured in the daily news are described on microfiche for children to read while riding the school bus. (HOD)

Suggests that children often get confusing or conflicting instruction that possibly exacerbates initial problems. Reviews approaches to teaching children with reading problems. Concludes that effective phonics instruction for children with reading problems is both novel and systematic. Recommends a two-pronged solution: provide one clear and…

Attempts to justify the place of real books in the beginning reading curriculum, and to suggest teaching strategies for the development of a multi-cue approach to reading. (RS)

Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)

Contains contributions from five educators concerning the following topics: (1) the "Super Sounder" system of presenting phonics instruction to beginning readers, (2) teaching vocabulary in a multigrade classroom, (3) language experience and basal readers, (4) pacing as a key to successful drill work, and (5) creative ways to encourage reading.…

Compares two approaches to teaching reading to adults: the eclectic, research-based method of Literacy Volunteers of America (LVA) and the phonics-based Laubach Literacy International. Concludes that LVA has the advantages of adaptability to student differences, a thorough evaluation system, and a superior published reading series. (SK)

The "Phonic Remedial Reading Lessons" is a systematic, comprehensive phonics program designed for reading-disabled children. The 77 lessons teach about single letters and single sounds, two-letter sounds, consonant blends, graphemes, exceptions to configurations, and word building. The program's underlying strategies and other…

A review of research identified features characteristic of effective reading programs, especially explicit phonics instruction integrated with vocabulary of student reading materials. Analysis of several commercially published first-grade basal reading programs found significant discrepancies between strategies supported by the literature and the…

Evaluates the report of the Commission on Reading, "Becoming a Nation of Readers," which focuses on giving attention to classroom teaching, testing, and teacher education. It gives recommendations for changes in the way reading is taught and includes the list of 17 recommmendations from the report. (MD)