Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)

Offers reviews of resource materials, software, and websites intended to help teachers make sense of integrating technology in the classroom. Presents reviews of five resource books; four instructional software programs that purport to teach phonics; three software programs of interactive literature on CD-ROM; an interactive, multimedia CD-ROM…