A rationale and procedures for teaching limited and non-English speaking children to read and write English by using the language experience approach are presented in this paper. The paper suggests that the language experience approach combined with a strong program in oral English development will provide such children with the opportunity to…

The responses of 84 children (42 in kindergarten and 42 in first grade) while trying to identify sight words that were similar in sound (bowl/pole), similar in sound and shape (boat/boot), or dissimilar (cup/moon) yielded information about phonetic composition as a source of information by which beginning readers identify sight words. The…

The reading progress of 96 disadvantaged children from kindergarten through grade 3 was analyzed to determine rate and consistency of reading growth as estimated from several reading measures. Although steady growth was observed on all measures, rate and consistency varied with the type of reading measure used, as well as with the specific test…

During sight word acquisition lessons, 11 mildly handicapped children, aged 6 to 11, were compared on questioning techniques--individual ordered questioning, or questioning requiring unison responding. Children learned the words taught with unison responding at a faster rate than the other words, though the difference was not great. (Author/JDD)

Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)

Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)

Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…

Reading readiness is defined, and the assessment of emergent literacy is discussed. An informal Reading Readiness Inventory is proposed to provide a profile of students' specific strengths and weaknesses at the beginning levels. The assessment comprises such subtests as oral cloze, sound/symbol relationships, and instant recognition of high…

To determine whether learning words can be accomplished effectively using the computer, 11 first grade children in an experimental group were taught specific sight words on the Apple computer as compared to the teaching of those same words to 11 children in the classroom using flashcards. A total of 25 words was taught over a five-week period. The…

This teacher's manual is designed to help teachers organize primary level reading instruction according to the particular skill being taught and to integrate lessons from several different sources. Skills are suggested for instruction, and directions and examples are given to aid the teacher in selecting lessons from different reading program…

Discusses large corpus and pedagogical word lists. Develops two word lists based on 80 compositions of second-, fifth-, eighth-, and eleventh-grade students from a metropolitan school district in western United States. Compares both favorably to the Dolch list. Notes remaining need to investigate vocabulary of individual beginning reading texts.…

Presents a summary of the deliberations of a primary school teacher concerning her use of an "apprenticeship approach" to beginning reading instruction. States that it is the teacher's role to use a child's pleasure in a book as a key to the development of reading skills. (RS)

Three students (ages 17, 19, and 21) with moderate disabilities were taught to read and match-to-sample sight words comprising 4 4-member stimulus sets. Student performance indicated that symmetric relations emerged before one-node transitive relations and that one-node transitive relations emerged before two-node transitive relations. Results…

A STUDY BY TABER AND GLASER WHICH TAUGHT SIGHT VOCABULARY BY THE VANISHING LITERAL PROMPTS METHOD WAS REPLICATED IN AN EXPERIMENT WITH 14 PRESCHOOL, KINDERGARTEN, AND BEGINNING FIRST-GRADE CHILDREN. MATERIALS USED WERE EIGHT LOWER CASE COLOR WORDS PRINTED ON 3 BY 5 CARDS. AFTER PRETESTS TO IDENTIFY COLOR KNOWLEDGE AND CONFIRM LACK OF WORD…