Presents a current analysis of vowel regularity done with slightly different parameters. Compares the findings of this analysis to Clymer's classic 1963 study and other studies in order to demonstrate some of the issues that affect interpretation of this kind of analysis. Gives some specific suggestions about the teaching of vowels. (SG)

This article suggests using songs and chants as a source of predictable text in developing students' reading skills. It offers new songs to familiar tunes to aid in content specific instruction. Benefits of using songs and chants in classroom instruction include repeated exposure to words, the versatility songs provide, and the pleasure of…

If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the…

This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we examined if teacher preparation students' epistemological beliefs influenced what cases they…

In December of 2006 and again in February of 2007, fifty Literacy Professors representing almost every college and university in Michigan met in a collegial forum to discuss and advocate for all students involved in reading instruction/education. This advocacy spans students from prekindergarten through college undergraduates and graduates. The…

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the…

Suggests using the cloze procedure as a means of helping poor readers develop critical reading skills. (RB)

Suggests that reading aides work with students who have remedial problems, allowing the reading specialist to monitor and supervise reading instruction. (RB)

This third article in a series finds that poor teaching techniques which impede reading instruction have changed little in the last decade. (WR)

Argues that successful teaching depends on a lot of little things and suggests some things that effective teachers include in daily instruction. (RB)

Lists 42 ways of motivating students to read. (RB)

Semantic mapping is effective with expository prose but not as effective with narrative prose. To achieve a better understanding of narrative prose, yet still keep the benefits of semantic mapping, the traditional approach can be modified into a technique called "episodic mapping." Episodic mapping is based on the idea that most stories…

Shows that an errorless discrimination training (EDT) group made significantly fewer errors during instruction in learning the letters of the alphabet than did a reinforcement-extinction group. (RB)

Argues that the best approach to teaching beginning and remedial reading is one that incorporates a variety of methods and techniques. (RB)