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Reitsma, Pieter – Child Development, 1984
Explores issue of whether beginning readers proceed from print directly to meaning, or whether they need to use phonological information to obtain access to the meaning of printed words. As derived from a group of children between seven and 12, results indicated that, at least at low levels of reading skill, intermediate phonemic codes are used in…
Descriptors: Elementary Education, Elementary School Students, Grade 1, Grade 2

Juel, Connie; Roper/Schneider, Diane – Reading Research Quarterly, 1985
Examines the role of various word features (versatile letter combinations) and basal text factors (word repetitions) in the developing word recognition skills of 93 first-grade students. Indicates that the text to which children are exposed early in first grade may differentially shape their word identification strategies. (HOD)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Content Analysis
Angell, Christa – 2001
This action research project highlights the implementation of reading strategies that work for at-risk primary students. The targeted population consists of first grade students located in a suburban at-risk school. The dilemma of how to best teach children to read who are at risk for academic failure upon entering school has been documented…
Descriptors: Action Research, Grade 1, High Risk Students, Models
Meyer, Richard J. – 1999
This paper presents a "thick description" of a phonics lesson delivered to a first grade classroom (n=18) by the teacher. Following the description, the paper presents analyses from the following different perspectives: (1) the definition of reading; (2) curriculum from a critical point of view; (3) reading and culture; (4) teachers and…
Descriptors: Classroom Research, Classroom Techniques, Culturally Relevant Education, Ethnography

Hudelson, Sarah – NABE: The Journal for the National Association for Bilingual Education, 1981
The study investigated the phenomenon of invented spelling in the original composition of 10 first grade and 10 second grade native Spanish speaking children enrolled in a bilingual program. From an examination of over 200 pieces of writing, categories of spelling have been suggested and examples of each are given. (Author/NQA)
Descriptors: Bilingual Students, Grade 1, Grade 2, Graphemes

Blachowicz, Camile L. F.; And Others – Illinois School Research and Development, 1979
First-graders taught reading by phonics or language experience approach were compared on their ability to orally decode lists of words identified as either real or nonsense words. The two groups did not differ in overall correct responses, nor were their strategies influenced by the "real/nonsense" directions. (SJL)
Descriptors: Beginning Reading, Decoding (Reading), Error Patterns, Grade 1

Dermott, R. Allan; And Others – Reading Improvement, 1980
Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)
Descriptors: Grade 1, Letters (Alphabet), Number Concepts, Phonics

DiVeta, Susan Kay; Speece, Deborah L. – Journal of Learning Disabilities, 1990
Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)
Descriptors: Beginning Reading, Decoding (Reading), Generalization, Grade 1

Poskiparta, Elisa; Niemi, Pekka; Vauras, Marja – Journal of Learning Disabilities, 1999
Twenty-six Finnish at-risk first-graders received practice in linguistic awareness. When compared to controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition,…
Descriptors: Dyslexia, Early Intervention, Foreign Countries, Grade 1
Hiebert, Elfrieda H.; Martin, Leigh Ann; Menon, Shailaja – Reading & Writing Quarterly, 2005
The first-grade components of three textbook programs--mainstream basal, combined phonics and literature, and phonics emphasis--were compared on cognitive load (e.g., number of different words) and linguistic content (e.g., number of monosyllabic, simple vowel words). Three levels of three components of a program--literature anthologies, decodable…
Descriptors: Beginning Reading, Textbooks, Anthologies, Reading Programs
Sahin, Ismet – Online Submission, 2006
The Ministry of National Education in Turkey initiated a new early reading instruction method in 2004. Analytical approach (Whole Language), as defined in the curriculum, was abandoned and phoneme based approach (Phonics) was introduced. This research has a two year longitudinal perspective and aims to collect the opinions of teachers about the…
Descriptors: Phonemes, Early Reading, Reading Tests, Foreign Countries
How Much Should Young Children Read? A Study of the Relationship between Development and Instruction
McIntyre, Ellen; Rightmyer, Elizabeth; Powell, Rebecca; Powers, Sherry; Petrosko, Joseph – Literacy Teaching and Learning, 2006
The purpose of this article is to question the amount of time that beginning readers should spend reading connected text in school. Based on a study of 66 children in 26 classrooms, the authors found that children in first-grade classrooms with "less" reading of connected text achieved more in their phonics learning than children in classrooms…
Descriptors: Oral Reading, Phonics, Beginning Reading, Reading Achievement
Griffith, Priscilla L.; Klesius, Janell P. – 1990
A study examined the relationship between reading instruction and the development of decoding and spelling skills and the writing fluency of children with varying levels of phonemic awareness. First grade children from two classrooms in a rural Florida school district who began school high and low in phonemic awareness received either whole…
Descriptors: Analysis of Variance, Basal Reading, Decoding (Reading), Grade 1
McAllister, Elizabeth – 1989
To whet the curiosity and interest of teachers who may be frustrated with the reading vocabulary achievement of pupils, an informal study compared Piaget's cognitive development theory, recent brain research, and the reading process, and examined how the theory and research apply to reading instruction. The Gestalt Process Approach to teaching…
Descriptors: Beginning Reading, Cognitive Development, Decoding (Reading), Grade 1
HARRIS, ALBERT J. – 1965
A DESCRIPTION IS MADE OF AN ATTEMPT TO APPLY TO FIRST GRADE READING INSTRUCTION THE IDEA THAT CHILDREN CAN BENEFIT WHEN THE TEACHING OF READING IS ADAPTED TO THEIR COGNITIVE STYLE. PRETESTING WAS DONE TO DISCOVER THE STRENGTHS AND WEAKNESSES IN LEARNING APTITUDES, AND THE TEACHING PROCEDURE WAS MODIFIED TO EMPHASIZE COMPARATIVELY STRONG ABILITIES.…
Descriptors: Aptitude, Beginning Reading, Cognitive Ability, Grade 1