This paper proposes a reading support technique for Arabic students of English. These students must overcome the L1 interference "reversal of reading direction." PowerPoint presentations, utilizing a simple fade effect with adjustable delay between words such that the text appears nicely in a left-to-right manner, line by line with voice…

Argues that the phoneme is a meaning-bearing unit--not a sound--and must be used in conjunction with semantic and syntactic information. (AEW)

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)

A survey of the training literature on phoneme awareness suggests that help for slower readers comes in the form of a focus on phonemes through stretched sounding and phoneme isolation in a careful progression that considers the number and choice of phonemes and position in syllables. Stretching and isolating phonemes allows beginners to explore…

The criteria of 75 percent utility for phonetic rules to be used in reading instruction may be based on faulty logic. Once children achieve approximate pronunciation by applying phonetic rules, they usually can infer proper pronunciation. This supports teaching children to find and pronounce little words in larger unknown words. (MCK)

This article addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (1) the complexity in our alphabetic writing system, and (2) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. (Contains references.) (Author/CR)