This longitudinal qualitative study examined the progression in the levels of writing conceptualizations in Spanish and English of 20 simultaneous bilingual children from PreK-K. Using a constructivist framework and a holistic bilingual perspective, we examined children's understandings about writing in their two languages as demonstrated in their…

To test how phonemic awareness influences reading, two experiments were conducted in the northwestern part of England in which twenty pairs of children possessing phonemic awareness (pa+) and lacking phonemic awareness (pa-) and matched for reading and chronological age were compared. In the first experiment, the subjects' ability to detect…

To examine the relationship between spelling and reading using full graphemic cues, a study administered tests of oral reading, verbal IQ, reading comprehension, knowledge of letter-sound correspondences, and spelling achievement to 47 fifth-grade students. In addition, data was collected relative to gender and time spent reading outside the…

The altercue continuum is a theoretical arrangement of oral reading responses which deviate from the expected responses, arranged according to their relationship to reading comprehension. Elements from miscue research, including phoneme-grapheme correspondence, serve as principles for organizing altercue types according to comprehension. Semantic…

This set of transparency masters provides information on a study of 52 adolescents with behavior disorders. The study assessed the value of teaching basic reading skills to at-risk 8th- to 10th-graders who were reading below the 4th grade level. Students were divided into three groups based on IQ level. The adolescents attended a foundation course…

Investigating how good and poor readers process words, a study examined the spelling and reading processes of 80 middle-class first grade students from three schools in Houston, Texas, 40 who were receiving whole word instruction, and 40 receiving phonics instruction. Based on scores from the Gates-McGinitie Reading Test, Basic R (administered in…

A study was conducted to shed light on the influence which children's developmental stage in learning to read and the reading instruction they receive have on first-graders' reading concepts. The study provided descriptive information to answer the following questions: (1) Do children from literature-based and skill-based instructional settings…

This study examined the reading progress under different teaching approaches of 89 children with diagnosed learning disabilities. The learning-disabled children were placed either in an experimental group that received reading instruction with materials that sequenced learning in increasingly complex levels (from letter-sound to word to context…

Twenty first grade children were videotaped during their first six weeks of learning to read in a study of the modified synthetic phonics program and the four progressive stages of oral reading behavior (emergence, contextual, nonresponse, and postresponse). The approach used by the teacher emphasized learning new words through the concurrent…