Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Reports that by combining a phonetic writing system with instruction in carefully selected clusters of related Chinese characters, Chinese schools can start children on productive reading at an early age with texts closer to their developed cognitive levels. (FL)

Reports that after more than 50 years of argument as to whether children should be taught the names of letters as part of learning to read, American researchers have begun to suggest that letter name instruction and phonics instruction interact for better learning. (FL)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Shows that, despite the pendulum swings from the 1930s to the present, reading-achievement levels have remained constant, and one-third of children do not learn to read well. Argues that reading is a multidimensional activity, and that a massive effort is needed to implement multidimensional curricula that empower all children by providing them…