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Kasdon, Lawrence M. – Journal of the Reading Specialist, 1971
Descriptors: Auditory Discrimination, Beginning Reading, Evaluation Methods, Learning Disabilities
Levine, Isidore – Minnesota Reading Quarterly, 1972
Traces the trends in reading instruction, and proposes that reading be taught according to the Quantity Reading Method in which students are given a brief course in reading skills, followed by opportunities to read widely and quantitatively. References. (VJ)
Descriptors: Beginning Reading, Critical Reading, Language Ability, Language Arts
Peer reviewed Peer reviewed
McCann, Edward – Reading, 1970
Descriptors: Beginning Reading, Evaluation Needs, Initial Teaching Alphabet, Literature Reviews
Peer reviewed Peer reviewed
Burt, Velma – Reading Teacher, 1970
Descriptors: Beginning Reading, Descriptive Writing, Disadvantaged, Experience Charts
Peer reviewed Peer reviewed
Douglass, Malcolm P. – Reading Teacher, 1969
Descriptors: Beginning Reading, Comparative Education, Environmental Influences, Grouping (Instructional Purposes)
Peer reviewed Peer reviewed
Dermott, R. Allan; And Others – Reading Improvement, 1982
Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)
Descriptors: Basal Reading, Beginning Reading, Grade 1, Males
Peer reviewed Peer reviewed
Durrell, Donald D. – Reading Research Quarterly, 1980
Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)
Descriptors: Beginning Reading, Elementary Education, Letters (Alphabet), Phoneme Grapheme Correspondence
Peer reviewed Peer reviewed
Miller, Etta – Elementary School Journal, 1979
Descriptors: Auditory Perception, Beginning Reading, Grade 1, Learning Modalities
Peer reviewed Peer reviewed
McMichael, Paquita – Reading Psychology, 1979
Reports on a study that indicated the effectiveness of Scottish methods of teaching beginning reading to boys from working class homes. Describes the teaching methods used and concludes that Scottish success may be partially accounted for by early phonics teaching and by daily involvement of parents in children's reading. (GT)
Descriptors: Beginning Reading, Foreign Countries, Lower Class, Males
Peer reviewed Peer reviewed
Snider, Vicki E. – Journal of Educational Research, 1997
Two longitudinal studies examined the relationship between phonemic awareness and reading achievement in primary grades. Results found a significant correlation between kindergarten performance on phonemic awareness tasks and second-grade reading achievement. A three-year followup of low-scorers indicated that most of those students (who were a…
Descriptors: Beginning Reading, Elementary School Students, Grade 2, Grade 3
Peer reviewed Peer reviewed
Snider, Vicki E. – Reading Improvement, 1990
Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…
Descriptors: Beginning Reading, Grade 1, Instructional Effectiveness, Phonics
Peer reviewed Peer reviewed
Moustafa, Margaret – Language Arts, 1993
Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…
Descriptors: Beginning Reading, Cognitive Processes, Elementary Education, Language Acquisition
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Wendon, Lyn – Early Child Development and Care, 1993
Describes LETTERLAND, a unique teaching model that blends a structured phonics approach with whole-language teaching and is widely used in British classrooms as an initial approach to literacy as well as in special needs contexts. (HTH)
Descriptors: At Risk Persons, Beginning Reading, Elementary Education, Foreign Countries
Peer reviewed Peer reviewed
Strickland, Dorothy S. – Educational Leadership, 1998
As the phonics/whole-language debate continues, a method called "whole-part-whole" provides a balanced conceptual framework for thinking about and planning skills instruction. It addresses the need for teaching that is grounded in fundamental understandings about whole texts (stories, informational books, and poems), allows for indepth…
Descriptors: Beginning Reading, Elementary Education, Holistic Approach, Models
Peer reviewed Peer reviewed
Felzer, Laura – Teaching and Change, 1998
Describes a multisensory reading program for teaching beginning reading to general education students. The program's main feature is that students learn to read by seeing, hearing, saying, and signing words. Pretesting and posttesting of participating kindergartners indicated that signing greatly enhanced the ability of hearing students to retain…
Descriptors: Beginning Reading, Creative Teaching, Kindergarten Children, Multisensory Learning
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