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)

It is time educators examined their phonics teaching practices and materials. (Author)

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Concludes that children in grades two through six can learn sound-symbol relationships even though they cannot define phonics terms or give examples of them. (DD)

Presents a classic study originally published in this journal in 1963, which analyzed 45 phonic generalizations found in teacher's manuals. Finds that only 18 of the 45 generalizations are useful in having a reasonable degree of application (valid 75% of the time) to words commonly met in primary grade material. (SR)

Describes a reading lesson for first graders in which phonics is taught both explicitly and contextually. Discusses three prerequisite understandings about print that make learning to read much easier for children. Advocates a balanced approach toward literacy instruction that helps children integrate what they already know with new strategies,…

Describes a tool for finding texts that match children's decoding skills. Begins with an overview of current thinking and research on the use of decodable text in beginning reading instruction. Presents five steps to show how teachers can locate decodable texts that match and supplement their phonics instruction. (SG)

Describes the "Bag Game," an activity which keeps kindergartners or first graders absorbed and entertained while heightening their awareness of initial consonant phonemes in spoken words. (SR)

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)

Second in a series based on classroom observations, this article recounts missed or misused opportunities for phonics instruction and suggests remedies. (RB)

Over three quarters of the Dolch basic words may be taught by a word family approach. (MKM)

Suggests that knowledge of phonics before learning to read (which can be measured by a new inventory) is a good indicator of future success. (JM)