A great deal of time could be saved in all grades and for all content areas if a truly phonic alphabet were developed. This alphabet would have only one symbol for each sound and only one sound for each symbol so that beginning readers could learn to pronounce any word they could see and spell any word they could pronounce correctly. Such an…

Describes how in the 1960s and 1970s critics of the schools as well as the transitory interests of the schools themselves were the greatest forces for change in basal reader programs. Discusses how current demand for high test scores has influenced those who prepare basal material. (Author/NH)

There are continuing debates about the best approach to teaching reading--phonics or whole language. The most valuable link to learning to read is phonological or phonemic awareness, as soon as the alphabetic system is mastered. After phonemic awareness has been established, students enter the orthographic stage where they can process longer…

In recent years, the focus on reading instruction has turned to the primary grade levels. Debates over phonics, whole language, and balanced literacy approaches occur among researchers, educators, and parents. Using a balanced approach in the classroom has received the most support from teachers and researchers, according to five related articles…

This book seeks to set the record straight about today's "reading wars," and analyzes the three major "battle cries" of whole language critics. In a step-by-step dissection, the book reiterates the three arguments, then explores the most salient studies that support or refute them. According to the book, the three claims are:…

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)

Reports a study that examined the use of phonics instruction in fundamentalist Christian schools. Interviews with Christian educators and professionals at conferences indicated that support for phonics (because it is felt to be more traditional and to work) and distrust of the whole language approach is common among Christian educators. (SM)

Pupils need to experience a variety of reading activities in mathematics. For all pupils, the mathematics teacher should identify unknown words from their texts and print these words on the chalkboard clearly for learners to see. Phonics should not generally be emphasized in the mathematics curriculum, but brief "teachable moments" may…

Research-based reading instruction could reduce recidivism and increase employment opportunity for incarcerated juvenile offenders. Reviews of the research literature provide ample evidence of the link between academic failure, delinquency, and reading failure. A re-examination of the research literature and interviews with reading instructors…

None of the current issues in education have much to do with education; they are politically, socially, or economically based, and opinions tend to be presented as facts. For example illiteracy statistics are inflated. Virtually all children have the opportunity to learn to read and write at school, and the majority of them do. Neither is the…

Presents concerns about children's growth as oral and written language users and how disagreements over teaching strategies can affect this growth. (SRT)

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)

Learning phonics can be enjoyable or it can be tedious. This paper presents several teaching approaches that can guide pupils to like phonics instruction and to become better readers. Guidelines to remember in teaching phonics are to: (1) make it a relaxed and informal learning activity; (2) decrease competition among learners while developing…

Because students too often leave the public school system with weak or non-existent reading skills, the subject of how to teach reading is debated. Most children bring a considerable level of oral language ability to their first day of school. Development of spoken language skills seems to come without conscious, formal effort for most children.…

The question of whether research supports a "phonics first" approach to teaching reading is not entirely answerable by factual evidence or statistical data: the issue is partly a matter of values and opinion. The debate is over whether phonics should be taught and tested in isolation, as a prelude to reading texts (the phonics-first…