Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

Suggests that the speech teacher's knowledge of phonetics can be valuable in assisting reading teachers with the teaching of phonics. (MKM)

Describes the current situation in phonics instruction, citing recent studies supporting its effectiveness. (FL)

Reports on a study testing the validity of the Names Test, an individually administered phonics assessment. Provides support for the Names Test's validity by showing it to be significantly correlated with established tests of word recognition and decoding ability. (SR)

Reviews four books that deal with reading comprehension, phonics in a whole-language classroom, children's books for mathematics learning, and using nonfiction trade books. (SR)

Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful.…

The authors share what they learned when they assessed second graders' acts of reading. The children were in three different reading programs: Two were commercially produced and emphasized systematic, explicit phonics instruction (Reading Mastery, Open Court); the other was a literature-based program using an adaptation of guided reading. The…

Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Reviews the report of the Commission on Reading, concluding that it can become the antidote for the pessimism generated by the status quo found in the schools by a number of researchers. (FL)

Reviews information about three major dimensions along which phonics measures vary: (1) group v individual administration, (2) production response (say or write) v recognition response, and (3) the stimuli or materials used to evaluate phonics. (HOD)

Offers reports on a method for teaching letter sound recognition through the use of familiar tunes, a project in which students create question-and-answer exercises about reading selections, and a Minneapolis project in which events featured in the daily news are described on microfiche for children to read while riding the school bus. (HOD)

Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…

This study, which extends Jeffrey and Samuels' study, indicates that children taught "sounds" learned more grapheme-phoneme correspondences and read more transfer words than did those taught "words." (HOD)

Contends that in order to have a successful writing workshop, teachers need to model writing for their students through interactive writing. Outlines a writing workshop which includes: a drawing stage; guided phonics-based spelling; adult underwriting and individual minilessons; large-group focused minilessons; "minisharing"; and the publication…