Discusses the use of linguistic resources the child has already acquired when he comes to school in helping him learn to read and communicate effectively. (Author/RB)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

A method of teaching phonics to primary grade disabled readers which combines analytic, synthetic, and linguistic methods is described. The method involves starting with sight words, starting phonics synthetically with consonants, teaching other consonants analytically, adapting linguistic methods for vowels, and encouraging the use of context.…

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)

Reports that (1) the most common organizational pattern used by teachers for reading instruction is to divide the class into three subgroups and (2) students rarely move from one group to another. (FL)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Describes development of a language and reading program in a bilingual country where the native tongue is the minority language. Examines implications of teaching children to read through the medium of Welsh as a mother-tongue for some and as a second language for others. (Author/BK)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

Analyzes a sample reading lesson to test the hypothesis that the reading achievement of young (5-8 years old) Hawaiian children was increased because the participation structures in their reading lessons had become more similar to those of the talk story, a major speech event in Hawaiian culture. (Author/GC)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)