Reading can be taught by matching the sound system of a language with its written system. (CK)

Presents some activities in the use of phonic analysis and context clues for the reading disabled student at the secondary level. (RB)

Described is a modified phonics approach to teaching syllabication skills to middle- and upper-grade remedial readers. (CL)

Shows that illustrations of even the most seemingly common objects may not be recognized by children and that nonrecognition may defeat the purpose of materials, such as dictionaries, which are designed for independent work. Bibliography. (RW)

Describes tutoring of second grade inner-city children with reading disabilities. Results suggest elimination of visual-auditory memory deficit as a component of dyslexia. The abstract nature of the phoneme is proposed as the basis for much reading disability. The syllable is suggested as an intermediate unit for use in introductory reading. (JM)

Points out four types of common reading behavior not fully accounted for by two eminent psycholinguists and suggests philosophical, scientific, and practical considerations that could lead to the development of new insights about reading acquisition. (TJ)

Article stressed the point that all teachers should be reading teachers and understand the requirements for success in teaching instruction. (RK)

A study was made of Formula Phonics Reading Chain Programs in six California elementary schools to determine whether these programs replicated, in both form and educational outcome, the model program. On-site visits were made to evaluate program components and teaching strategies. Student achievement data provided by the schools, the districts,…

Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech for the ear differs from reading, or language for the eye. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological…

The advantages of teaching beginning reading with the use of the Initial Teaching Alphabet (i.t.a.) and some of the questions which are raised pertaining to its use are discussed. The difficulties which many children experience in learning to read with traditional orthography (T.O.) are pointed out. These include the variety of patterns for any…

A result of a three-week reading institute at Northern Illinois University during the summer of 1974, this publication consists of papers focusing on various aspects of reading from a psycholinguistic perspective and strategy lessons to be used in the development of effective and efficient readers. The contents include five sections: "Moving to…

One hundred thirty-eight second graders, identified by their teachers as "poor readers with incomplete phonics skills" were given four specially constructed tests of phonics skills: a context test over meaningful but visually unfamiliar words, an isolated sounds test, a McKee type multiple choice test, and a word completion test. Eighty…

Describes encoding and decoding processes as related to the true code of sounds and sound groupings in words. (MD)