Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…

This practical guide to teaching reading offers activities to teach reading readiness and mathematics. It also discusses the reasons for reading to children, teaching phonics, and using the basal reader. The section on reading readiness focuses on the importance of such skills, and specific reading readiness skills such as visual discrimination,…

This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)

Designed to add to the existing knowledge base concerning the saliency of features used by children to identify isolated words, a study examined whether the method of instruction influences the extent to which various features are used for word identification and recall. Subjects, 117 kindergarten students from a suburban Buffalo, New York, school…