When young children of Color from minoritized communities read decodable readers mandated by their school districts, children approach reading the texts with the expectation that the texts will make sense. While decodable readers allow children to apply their knowledge of phonics skills in context to support their word recognition, they tend to…

Based on a first grade teacher's search for approaches to promote successful reading acquisition in her first grade classroom, the authors present a curricular engagement in which the teacher explored using music, specifically singing songs, as a fun and motivating way to accelerate reading progress. The premise is that singing (while at the…

The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at…

Reports that the rule governing the words in the title category are so unreliable as to be useless. (Author/FL)

Argues that problems identified with using phonics do not attack the skill, per se, which phonics provides--being able to independently unlock words. (HOD)

Describes "Word Building," a system for teaching phonics based on students' natural tendency to seek out pronounceable word parts. Describes how one spelling pattern might be taught in a typical lesson. (SR)

Concludes that as little phonics instruction as is necessary should be presented to help the learner achieve increasing independence in the various coding tasks. (RB)

Discusses briefly 6 professional books that discuss and illustrate skill instruction within a balanced approach to reading. Intends to help teachers think through and justify the professional decisions they make to support every student's development toward becoming a lifelong reader. (SR)

Suggests an easy method to check phonic skills and learn what help the child needs to improve his reading ability. (TO)

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the…

Discusses the selection criteria of reinforcement in phonics materials. Reports on a search for phonics materials which met the criteria of having an appropriate amount of reinforcement, high transfer potential, and high content validity. Finds that "Signals Video Learning Series" is a satisfactory phonics program. (MG)

Features critiques from 10 literacy educators on the book "Beginning to Read: Thinking and Learning about Print" and a response from the author, Marilyn Jager Adams. (MG)