Descriptor
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Reading | 18 |
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Athey, Lionel | 1 |
Barrett, James Martin | 1 |
Cotterell, Gill C. | 1 |
Fawcett, J. R. | 1 |
Goodacre, Elizabeth | 1 |
Groff, Patrick | 1 |
Hudson, Jean | 1 |
Keir, Gertrude | 1 |
McCann, Edward | 1 |
Neville, Mary H. | 1 |
Pidgeon, Douglas | 1 |
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Guides - Classroom - Teacher | 3 |
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Reports - Evaluative | 2 |
Opinion Papers | 1 |
Reports - Descriptive | 1 |
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Neville, Mary H. – Reading, 1972
Compares British and Finnish reading instruction in the primary grades. (RB)
Descriptors: Beginning Reading, Comparative Analysis, Phonics, Primary Education

Athey, Lionel – Reading, 1978
An analysis of children's response patterns to Test 7B of the Standard Reading Tests, designed to test knowledge of consonantal blends at beginnings of words, suggests that the response patterns reflect spoken or written vocabulary rather than knowledge of phonic elements. (GT)
Descriptors: Elementary Education, Phonics, Reading Skills, Reading Tests

Groff, Patrick – Reading, 1980
Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction

Keir, Gertrude – Reading, 1970
Shows that illustrations of even the most seemingly common objects may not be recognized by children and that nonrecognition may defeat the purpose of materials, such as dictionaries, which are designed for independent work. Bibliography. (RW)
Descriptors: Color, Cues, Illustrations, Phonics

Smith, A. E. – Reading, 1970
Descriptors: Consonants, Diacritical Marking, Listening Skills, Phonics

Hudson, Jean – Reading, 1988
Attempts to justify the place of real books in the beginning reading curriculum, and to suggest teaching strategies for the development of a multi-cue approach to reading. (RS)
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction

Roberts, Tessa – Reading, 1977
Focuses on four kinds of reading/writing actions which readers and writers need to perform and which are based on two actions necessary to phonic competence: the blending of sounds together (synthesis) and the splitting of a sound into its component parts (analysis). (JM)
Descriptors: Elementary Education, Phonics, Reading, Reading Instruction

Cotterell, Gill C. – Reading, 1971
Descriptors: Classification, Error Patterns, Language Handicaps, Learning Activities

Fawcett, J. R. – Reading, 1970
Descriptors: Grouping (Instructional Purposes), Phonics, Program Development, Reading Difficulty

Reading, 1978
Describes ten learning activities, contributed by a group of teachers, that deal with such areas as phonics; word attack and spelling skills; and powers of observation, listening, and recall. (GT)
Descriptors: Communication Skills, Elementary Secondary Education, Language Arts, Language Skills

Wray, David – Reading, 1989
Describes recent, major contributions to both sides of the debate between phonics instruction and the "meaning-based" approaches. Argues that it is too early to evaluate the debate, but that a tentative evaluation of the evidence favors meaning-based approaches. (RS)
Descriptors: Beginning Reading, Educational Trends, Elementary Education, Foreign Countries

Goodacre, Elizabeth – Reading, 1971
Descriptors: Inservice Education, Phonics, Preservice Teacher Education, Reading Difficulty

Watkins, Barbara A. – Reading, 1971
Descriptors: Learning Processes, Learning Theories, Performance Factors, Phonics

McCann, Edward – Reading, 1970
Descriptors: Beginning Reading, Evaluation Needs, Initial Teaching Alphabet, Literature Reviews

Pidgeon, Douglas – Reading, 1976
Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Language Skills
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