See related article by Kenneth S. Goodman, CS 705 852. (RB)

Reading Recovery is part of the Every Child a Reader strategy to enable children to make a good start in reading. Reading Recovery is well known to have impressive effects in the shorter term, but less is known about its long-term effectiveness. The present study followed up at the end of Year 4: 120 comparison children, 73 children who had…

Concludes that the ability to detect small differences in pairs of pictures, letters, or words does not change beyond grade 3, but the ability to recognize sound-alike words improves through the grades. (RB)

This study to determine whether or not the teaching of selected lessons in syllabication would improve spelling achievement was conducted among fourth-grade pupils in 18 elementary schools in Modesto, California. There were three major steps to the experiment: (1) the administration of three pre-tests to both a control group (192 pupils) and an…

This book presents a developmentally appropriate reading program created especially for young children to teach them to read fluently, and well, in 20 step-by-step lessons. It is suitable for both homeschooling and classroom use. The program offered in the book can also be used for children with reading difficulties. It offers a structured phonics…

Reports a study of the ability of Black children to hear final consonant blends even though they may not or cannot pronounce them. (TO)

Two experiments explored the effects of one aspect of English phonology, syllabic consonants, on young children's spelling. For first graders, vowel omissions and misorderings occurred primarily for syllabic /r/ and /l/, whereas by second grade only orthographically influenced errors on syllabic /l/ remained. Results show that the sound form of…

Reviews the Lyons and Carnahan Phonics Game Kit and the Spelling Games Kit now on the market. (MB)

A 40-item nonsense word list was administered to 27 first-graders who had been taught letter-sound correspondences in isolation. The results displayed a succession of stages through which subjects apparently passed. At the second stage, subjects could sound letters but not blend the sounds into words; at the third stage, subjects could sound some…

This teaching module presents a systematic development of phonic information and generalizations that are applicable to the decoding process. Upon completion of this module, participants should be able to (a) apply phonic information in decoding a list of words, and (b) identify specific phonic components. Participants complete a preassessment…

This study examined the efficacy of systematic and explicit instruction in phonic decoding for 6 elementary students with moderate intellectual disabilities. A multiple probe across behaviors with embedded changing conditions design was employed in order to analyze the effect of Direct Instruction on teaching the following skills with regard to…

This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its…

Describes a study that examined perceptions of reading in terms of both developmental characteristics and implications for reading instruction. (HOD)

Neither remedial nor nonremedial readers indicated willingness to skip words but remedial readers were less willing to skip over letters in a word. Remedial readers also showed a heavy emphasis on phonics. (Author)