Focuses on four kinds of reading/writing actions which readers and writers need to perform and which are based on two actions necessary to phonic competence: the blending of sounds together (synthesis) and the splitting of a sound into its component parts (analysis). (JM)

Describes how one teacher helped students in her third grade class, who had below average spelling and reading skills, improve their reading achievement by using a structured, graded, multifaceted approach to spelling instruction. (ARH)