Describes a study which found that the prospective special education teachers in the study population had severe deficits in their knowledge of basic phonics. (JM)

Supports the view that in testing phonics knowledge, it is important to use non-sense syllables. (RB)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

Investigates the validity of the assumption that prerequisite skills to reading competence have been identified; presents a study based on student test scores and a survey of teachers' evaluations of these students. (Survey responses are appended.) (MAI)

Describes in detail a procedure that teaches childen to integrate two word identification strategies--use of contexts and phonics. Reports on a study showing the effectiveness of the strategy. (FL)