Discusses the hyperbole surrounding statements and testimonials about the effectiveness of phonics instruction. Suggests that reading is more than sounding out words one at a time and that most children figure it out for themselves with little or no help. Suggests that reading is also more than a psycholinguistic guessing game. (RS)

Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)

Presents some activities in the use of phonic analysis and context clues for the reading disabled student at the secondary level. (RB)

Describes the phonic/analytic/syntactic method used for teaching reading in grades one through four in Cuba. (AEA)

Draws on selected ERIC resources to suggest dominant features of two approaches to beginning reading: systematic phonics and whole language learning. (HOD)

Contains observations on teacher training and program approach in reading at the Agnes Russell School at Columbia University and the Exemplary Center in Salt Lake City. (TO)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)