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…

Discusses a study which found that the purposeful misspelling of words in advertising influenced the correct spelling of the words by children; these results have implications for the teaching of spelling and reading. (JM)

Describes a study designed to (1) unify much of the discrepancy between open and closed syllables, (2) increase the percentage of utility for the terminal single vowel-consonant-"e" generalization, and (3) reanalyze the final consonant-"l"-"e" generalization. (FL)

Determines whether the Add-a-Word Spelling Program and the Add-a-Word program plus "public posting" of student progress increases the spelling performance of eight students enrolled in one of three categorical classrooms. Indicates that both programs increased spelling performance. Discusses benefits of implementing both programs. (HB)

Examines specific issues that are related to teaching a standard dialect. Suggests that the most efficient solution to the problem is to alter teacher preparation to allow reading in the learner's dialect. Discusses the difficulties in effecting such a solution. (RL)

Determines the efficacy of a structured reading intervention program with adolescents identified as evidencing significant reading underachievement. Suggests that implementation of the "LANGUAGE!" intervention program was effective in significantly improving reading comprehension and spelling, word recognition for students in grades 7 and 10, and…

Presents achievement scores of students in a replication school of the Northern Cheyenne Behavior Analysis Model of Follow Through. Reveals grade level or above achievement for kindergarten children in all subject matter areas tested and similar findings for first grade students, who scored below grade level only in spelling. (FL)

This paper presents two case studies that illustrate the multiple uses of word sorts, a word study phonics technique. Case study children were Sara, a second grader, who had difficulty with reading basic words and John, a third grader, who had difficulty with spelling basic words. Multiple baseline designs were employed to study the effects of…