While previous studies have investigated children's awareness of two units within words--syllables and phonemes, there is experimental evidence that children are also aware of intrasyllabic units (units intermediate in size between the syllable and the phoneme), and that these units may be useful for teaching phonological awareness and reading.…

To make sense of unknown words encountered in their reading, children must relate what they read to their prior knowledge. It is important to use children's language in early reading instruction, through the use of language experience stories that provide children with a natural transition from oral to written language. Nursery rhymes may also be…

Explores one aspect of the possible relationship between speech perception and the awareness of linguistically relevant sound patterns in the first years of word reading. No evidence emerged of a concurrent association between children's skills in labelling speech sounds at the beginning of words and their phonological awareness of either rhyme or…

This paper reviews graphophonic factors underlying the development of reading competence and their relationship to functional aspects of reading. The paper suggests that attention be paid to aspects of visual form, such as the use of typographic and linguistic cues, to improve the operational effectiveness and motivational appeal of materials for…

Third and fifth grade children (average age 8.6 and 10.6 years) and adult participants were tested with printed words of varying length in a new on-line identification task (the luminance increment paradigm, LIP) and a speeded naming task. Effects of general length (length in letters, phonemes and syllables) were shown to decrease systematically…

The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…

This study examined the development of metaprocessing abilities in children with varying degrees of language abilities and sought to determine if the patterns of metaprocessing development that emerged were similar for these ability groups. Subjects were 141 children ages 4-5 at the beginning of the study, divided into a control group, a low…

A study was conducted to shed light on the influence which children's developmental stage in learning to read and the reading instruction they receive have on first-graders' reading concepts. The study provided descriptive information to answer the following questions: (1) Do children from literature-based and skill-based instructional settings…

The teacher's guide accompanies the student-reader workbook of "Nashdoi." Organized in the same format as the "Ch'al" and "Chaa" books, "Nashdoi" builds on the vocabulary introduced in those two readers. The consonant "x," 14 new vowel environments, 7 new diphthong environments, and 102 new words are introduced. This teacher's guide is organized…

The dependence of reading on speech is based on three assumptions: speech is the primary language system, acquired naturally without direct instruction; alphabetic writing systems are more or less phonetic representations of oral language; and speech appears to be an essential foundation for the acquisition of reading ability. By presupposing…

THE CONTENT OF THE VISUAL-LANGUAGE READING SERIES WHICH CAPITALIZES ON THE COPY MACHINE, OVERHEAD PROJECTOR, AND TRANSPARENCIES IS EXAMINED. THE RATIONALE IS BUILT AROUND THE MINIMIZING OF INITIAL DIFFICULTIES IN LEARNING TO READ, CONTROLLING THE EARLY FORMATION OF DESIRED READING AND WORD-ATTACK HABITS, MEETING A WIDE RANGE OF INDIVIDUAL…

The emphasis of this book is on theory and research in spelling. It also includes practical information for the classroom teacher by noting teaching principles and generalizations that can guide spelling instruction. The book contains 12 chapters dealing with the following topics: (1) developmental concepts of word; (2) what a word is; (3)…

Examines the role of metalinguistic abilities in the initial stages of learning to read. Indicates that children's ability to acquire low-level metalinguistic skills depends in part on their level of operativity, and that phonological and syntactic awareness play more important roles in beginning reading than does pragmatic awareness. (JK)

This kit presents the "Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling, and Speech," a program designed to promote the development of an oral-motor, visual, and auditory feedback system that enables all students, including students with learning disabilities, to prove the identity, number, and order of phonemes in…

Offers a 69-item list of children's books published in 1996 or 1997 that are suitable for kindergarten and first-grade children in helping them develop phonemic awareness. Offers a letter to parents that describes some specific activities they can do at home that highlight phonemic awareness. Offers a parents' phonemic awareness observation…