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…

This study examines the specific recommendations of prominent educators and student readers of the nineteenth century regarding word recognition instruction and the varied activities which support such instruction. In the nineteenth century books, the authors examine all explicit instructions to the teachers in both front and end matter and then…

In fall of 2019, the EdWeek Research Center set out to gain a clearer sense of nationwide teacher and teacher education perceptions and practices by sending out two surveys about topics related to early reading instruction, especially as it related to phonics. One survey was taken by 674 K-2 and elementary special education teachers who indicated…

IN SEPTEMBER 1964 THE HEGELER FOUNDATION CONDUCTED A WIDESCALE READING STUDY TO DETERMINE WHETHER OR NOT THE CORRELATED LANGUAGE ARTS PROGRAM BASED ON THE "OPEN COURT BASIC READERS" WOULD PRODUCE SUPERIOR RESULTS IN READING AND WRITING ACHIEVEMENT. THE FIRST-YEAR RESULTS ARE PRESENTED. THIRTY-TWO EXPERIMENTAL CLASSES AND 32 CONTROL…

This guide will help teach phonemic awareness to Pre K-3 students. It presents phonemic awareness as a sophisticated branch of phonological awareness through interactive activities that allows the student to succeed in learning the sounds represented by the letters of the alphabet. The book is designed to provide easy-to-follow suggestions for:…

These skill cards and answer cards were designed for open ended game boards but may be used with any open ended game to reinforce reading skills. There are twelve sets in the packet. Each set contains twenty skill cards and one answer card. The topics for the sets are: long vowel substitution, short vowel substitution, consonant digraph…

Attempts to justify the place of real books in the beginning reading curriculum, and to suggest teaching strategies for the development of a multi-cue approach to reading. (RS)

Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)

Assuming that although the pre-operational child generates syntactic utterances, it cannot be inferred that he can comprehend the process of analyzing or synthesizing words or utterances as specimens, it would follow that trying to teach pre-operational children to read by decomposing words or sentences, on the assumption that words and the…

A word attack program that begins with phonics and incorporates various aspects of a linguistics approach is described in this paper. Regardless of the material that is used, there are 13 consonant sounds which are easier to learn than others: b, d, j, f, k, p, t, l, m, n, r, v, and z. W and h would be introduced next because in isolation they…

The number of packages--kits, games, computer discs, audiotapes, and videotapes--offering phonics instruction is growing almost daily. These commercial packages are marketed to parents to use with their children or to teachers and school districts as supplements to classroom programs of reading instruction. This booklet outlines questions which…

Reviews the materials, techniques, and some of the schools involved in the phonics-based Alpha One reading program. (MB)

Contains contributions from five educators concerning the following topics: (1) the "Super Sounder" system of presenting phonics instruction to beginning readers, (2) teaching vocabulary in a multigrade classroom, (3) language experience and basal readers, (4) pacing as a key to successful drill work, and (5) creative ways to encourage reading.…