Two studies were conducted to determine whether the consonant errors displayed by readers with severe reading disabilities are the result of phonetic rather than visual substitutions. In the first study, the reading and spelling performance of three groups of readers with average IQs but with reading levels two years below grade level, was…

Teachers working with a language experience approach to reading may use word-sorting activities as a means of exploring the letter/sound concepts and semantic concepts that children are forming. Using words that are already in a child's reading vocabulary, words that the child has made into sight vocabulary, and words that the child has requested…

An instructional program that teaches decoding skills to learning disabled children was developed to serve as a supplement to whatever reading program is used in the classroom. As a result of task analysis, the program's instructional sequence begins with auditory tasks analyzing syllables and short words into phonemes, then blending these…

This Manual provides the foundation for a reading and spelling course which avoids use of the phonic method. Instead of teaching the word as a whole and afterward subjecting it to phonic analysis, this Synthetic Method takes the sounds of the letters for the starting point, and with these sounds lay a foundation firm and broad, upon which is built…

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

This report discusses the results of a study of children's spelling errors to determine whether vernacular black English (VBE) speakers and standard English speakers (SE) infer different underlying phonological representations according to their respective dialects. Subjects included two groups of beginning second graders from schools in two…

MORE (Minimal Objectives for Reading Essentials) in English and Korean is organized by levels for the purpose of diagnostic testing and instruction for limited English proficient Korean students in bilingual and/or English as a second language classrooms. This program suggests that the development of English reading skills by limited English…

Although reading is often viewed as a mysterious process, sufficient evidence is available to identify certain areas as promising for further research and others as unpromising. In applied research, the study of how reading programs are implemented in schools, including an examination of leadership roles, teacher attitudes, teacher training, and…

The purpose of this publication is to show parents how they can facilitate their children's growth in reading. Section one suggests numerous parental activities to aid children's reading growth, such as reading to children, talking and listening to them, giving them responsibilities, and building a reading atmosphere at home. Sections two and…

Intensive studies of children's miscues in oral reading were conducted from 1965 through 1974 by researchers at Wayne State University. This volume contains the concepts and assumptions underlying that research, the basic research design, the complex nature and function of the Goodman Taxonomy of Oral Reading Miscues, the findings of the research,…

The English spelling system and the teaching of English spelling are discussed in relation to students who are learning English as a second (or foreign) language. The systematic nature of English spelling is described and a brief summary is presented of sound-to-spelling correspondences and of other spelling rules. Specific difficulties which may…

A discussion is presented that shows that, in teaching reading in a foreign language, the aims, procedures, and techniques can be virtually the same as those once used for the acquisition of reading skills in the mother tongue. (Author/HP)

There are compelling reasons for integrating phonics into the adult English-as-a-Second-Language (ESL) curriculum. The adult ESL student has the analytical capability to understand phoneme-grapheme relationships and can be taught to use any transferable native-language literacy skills in English spelling. In this essay, the potential of phonics…

Investigated word reading abilities in Argentine Spanish-speaking children learning to read in Spanish. The study compared the performance of skilled and less skilled readers in phonological recoding, knowledge of grapheme-phoneme correspondences, and phonemic awareness. Findings indicate that the children rely on phonological recoding strategies.…

Forty children (ages five to nine) with or without reading disabilities, matched for mental age or reading age, completed a phoneme-grapheme learning task. Reading-disabled children took more trials than controls to learn correspondence pairs. Performance on the phonological processing task of short-term memory was the best predictor of overall…