A status report on the use of the Initial Teaching Alphabet (i.t.a.) is presented by the i.t.a. Foundation, an independent, non-profit organization which conducts and supports i.t.a. programs and research. In reviewing the 70 studies which compare i.t.a. programs to traditional orthography (T.O.) programs, it has been found that two-thirds of the…

This book was written to answer the questions most frequently asked by teachers who need information and suggestions in specific areas of reading. The material is organized in three main sections: readiness and beginning reading, intermediate reading, and reading for the academically or culturally different child. Each section includes study…

Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

FUNdamentals puts the "FUN" back in learning for all age groups. FUNdamentals is an intensive, systematic phonics learn-to-read program that helps improve comprehension, spelling, and penmanship. It is designed for use by every age group. Formulated for use with learners from preschool through adult ages, FUNdamentals is the key to…

Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…

Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole…

Argues there is ample evidence of the prime significance and hierarchical character of the print medium, and of an absolute need for individual letter recognition from the outset of instruction. Discusses the role of the alphabet and its relationship to its precursor speech sounds for the developing learner. (RS)

Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…

Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…

Toronto Catholic District School Board implemented an early literacy program designed to ensure that all students can read and write to their full potential by the end of Grade 3. Instruction and assessment are integrated in four daily 30-minute blocks: word study, writing, guided reading, and self-selected reading. Students improved on seven of…

Providing an international perspective on how children learn to read, this first of 2 volumes presents research studies and classroom experiences from the United Kingdom, the United States, Canada, Australia, Jamaica, and Israel, drawing on evidence from 18 countries. Essays in the volumes highlight implications for design, implementation, and…

In response to a position paper that called upon the ministry of education in each Canadian province to provide a balanced selection to offerings on the province's authorized list of language arts textbooks, several ministries claimed that a balanced approach to teaching reading was being followed. A letter received from Alberta Education even…

Offered as a policy statement rather than as a how-to manual, this program advisory provides the policy direction and instructional guidance needed to support the improvement of reading achievement in California through the development and implementation of a balanced, comprehensive reading program in prekindergarten through grade 3. The first…

Including revisions and updates in all areas, this book functions as a pre-service and in-service teacher self-instructional manual in word recognition skills. The first part of the book discusses the controversy concerning early phonics instruction versus use of the whole language approach, and then discusses consonants, vowels, reading…

This issue presents eight essays all on the theme of how young children can become strong and successful lifelong readers. "Seeking Common Ground" (Lee Sherman) reviews the debate over how best to teach young children to read. "In the Beginning" (Catherine Paglin) suggests that by reading aloud to young children and filling their world with print,…