Cites the case of Hebrew learning in Israel to show that, contrary to popular belief, the complexity of grapho-phonetic relationships is a minor or nonexistent factor in learning difficulties. (FL)

An experiment in which teachers attempted to read basal readers encoded in Greek orthography suggests that using such materials helps teachers consider ways of fostering reading strategies, think about the nature of reading as a psycholinguistic process, and remember how it feels to be a beginning reader. (GT)

Using a multiple baseline across students design, the effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated. Follow-up data indicated the method was an effective instructional technique and that results were maintained over time. (Author/DB)

Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…

This article provides an overview of the critical elements of emergent literacy, discusses specific strategies for using storybooks with preschoolers to facilitate language development and emergent literacy skills, and provides specific strategies for children learning English as a second language. Sample phonological awareness activities are also…

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)

The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…

Describes how primary teachers can use decoding strategies within a literature-based, whole-language setting. A three-stage approach involves the book stage (real reading), the word stage (learning words), and the letter-sound stage (learning sounds). The article provides sample activities. (SM)

At 30 months, children who were later considered dyslexic were deficient in length, sytactic complexity, and pronunciation of spoken language. At three years, children were deficit in receptive vocabulary and object-naming, and at five years, in phonemic awareness and letter-sound knowledge. These deficits were not found in normal reading children…

Study examined transfer of learners' first language (L1) orthographic processing strategies to second language processing. Two groups learning Japanese, differing by L1 writing system (phonographic vs. morphographic), were tested on ability to represent novel kanji characters in short-term memory. Results indicate learners with a morphographic L1…

Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…

This article addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (1) the complexity in our alphabetic writing system, and (2) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. (Contains references.) (Author/CR)

Analyzes word recognition instruction in four first-grade classrooms. Finds that: differential instruction may be helpful in first grade; children who enter first grade with low literacy benefit from early and heavy exposure to phonics; and a structured phonics curriculum that includes both onsets and rimes and sounding and blending phonemes…

A study investigated letter orientation confusions (reversals) in the reading and writing of 10 children with reading disabilities and 10 typical readers (age 10). Individuals with reading disability made more orientation confusions. Orientation errors were more frequent for reversible than for nonreversible items in tasks involving long-term…

A study examined whether reading alphabet books to prekindergarten children increased their awareness of sounds spoken in words. Subjects, 42 mainly low-income African-American children (63% of whom were boys) in three intact prekindergarten classes in three public elementary schools in a small southeastern city, were administered three pretest…