This article describes the Mother Phonics program as implemented at the Augusta University Literacy Center. A description of the program as well as the Center's facility is offered. The daily schedule and instructional techniques are highlighted. The instructional design embraces the unique learning styles and preferences of struggling readers.…

Describes how first and second grade teachers use writing to teach phonics in a curriculum that integrates instruction in reading and writing. (SR)

Discusses two questions concerning entering first graders' abilities in language awareness: what are the connections from skills knowledge to beginning reading for these children; and what additional skills or experiences are needed that will help these children move toward reading on their own? (NH)

Describes how some student teachers and cooperating teachers guided pupils in learning phonics through a study of rhyming poetry. Discusses class activities involved in teaching couplets, triplets, imagery in poetry, quatrains, alliteration, limericks, and onomatopoeia, and the rhyme and phonics elements involved. (SR)

Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)

Describes the services in reading, evaluation, and counseling offered at the Lane Reading and Counseling Center, including preparation programs for standardized tests, remedial instruction, and enrichment programs. Emphasizes that reading is a skill and that skills can be learned. (RS)