Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Provides a look at primary grade children's abilities, inabilities, and requirements to use phonics as a beginning reading strategy and suggests a model that facilitates children's application of phonics while reading. (FL)

Describes in detail a procedure that teaches childen to integrate two word identification strategies--use of contexts and phonics. Reports on a study showing the effectiveness of the strategy. (FL)