A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

Reprints an exemplary article published in this journal in 1955, which points out that phonics is only one part of a total reading program. Emphasizes the fact that meaning for the reader must be the essential part of all reading instruction. (SR)

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

Reviews the report of the Commission on Reading, concluding that it can become the antidote for the pessimism generated by the status quo found in the schools by a number of researchers. (FL)

Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…

Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the…

Features critiques from 10 literacy educators on the book "Beginning to Read: Thinking and Learning about Print" and a response from the author, Marilyn Jager Adams. (MG)

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)

Reviews significant findings from the author's research and speculates on differential responses to his work. Argues that appropriately chosen direct instruction in the spelling-sound code is the reality that will enable the romance with whole language to be a long-lasting one and that educators must let scientific evidence answer questions about…

Provides opinions of five eminent educators on a variety of issues in literacy education including phonics, emergent literacy, reading and writing relationships, whole language, and defining literacy. (MG)

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…