There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

Discusses a study conducted to determine the approaches and techniques pupils used to pronounce actual unknown words. (JM)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

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)