There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

This study examined a combined reading curriculum (CRC) containing all the essential reading components of phonemic awareness, phonics, spelling, vocabulary, fluency, and comprehension. The CRC combines a word study curriculum with a specifically designed supplemental reading curriculum to create a developmental, systematic, and comprehensive…

Compares the reading achievement of second graders who were taught with a direct instruction program to second graders who were taught with a basal reading program in three areas: vocabulary, comprehension, and language. Finds Direct Instruction was more successful than the basal reading program. (NH)

Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)