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1965
PHONICS INSTRUCTION IS A BASIC SUBJECT IN THE PRIMARY SCHOOL CURRICULUM. THE HARVARD-BOSTON SUMMER PROGRAM BEGINS WITH A DIAGNOSTIC TEST TO DETERMINE JUST WHAT SKILLS SHOULD BE TAUGHT. THE PROGRAM IS BASED ON THE CONCEPT THAT PHONICS IS THE SPOKEN WORD, THUS IT IS SUGGESTED THAT A LITERARY APPROACH BE USED IN WHICH THERE ARE A VARIETY OF WRITING…
Descriptors: Beginning Reading, Curriculum Development, Diagnostic Tests, Language Acquisition
Rankin, Paul T., Jr. – 1968
A study was conducted to determine the effectiveness of six approaches to beginning reading instruction (basal, linguistic, phonic, programed reading, i/t/a, and unifon) in schools serving educationally disadvantaged children and to determine the effectiveness of lay aides in project classrooms. Subjects were approximately 4,000 pupils in primary…
Descriptors: Basic Reading, Beginning Reading, Educationally Disadvantaged, Initial Teaching Alphabet
Gerritz, Kathleen Ellen – 1975
This study examined first grade children's spelling of vowel sounds in relationship to the spellings these children were taught in their reading series and to the phonological aspects of the sounds. The subjects for the study were 12 first graders, six boys and six girls, in a public school in a Boston suburb. Written work done in school was…
Descriptors: Beginning Reading, Child Language, Doctoral Dissertations, Educational Research
Beck, Isabel L.; Mitroff, Donna D. – 1972
The staff of the Reading Project of the Learning Research and Development Center at the University of Pittsburgh, having previously experimented with beginning reading programs, adapted commercially available materials for use in an individualized elementary school environment. Their activities culminated in The New Primary Grades Reading System…
Descriptors: Beginning Reading, Elementary Education, Individualized Reading, Nongraded Instructional Grouping
McGee, Alice E.; Weinstein, Rachel S. – 1996
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,…
Descriptors: Class Activities, Educational Games, Foreign Countries, Learning Activities
Atterman, Jennifer S. – 1997
The single most important task facing elementary school teachers today is teaching students to read by the end of third grade. Learning to read in those formative years is essential to develop the higher order thinking skills demanded in the older grades, when students are reading to learn. Beginning readers must be engaged in highly purposeful…
Descriptors: Beginning Reading, Letters (Alphabet), Literacy, Phonics
Peer reviewed Peer reviewed
Calfee, Robert C.; Piontkowski, Dorothy C. – Reading Research Quarterly, 1981
An extensive case history of instructional environment and acquisition of reading skills by 50 first-grade students in ten classrooms indicates that the rate at which students mastered decoding depended on classroom instruction with direct instruction appearing most profitable for children from low-socioeconomic backgrounds. (MKM)
Descriptors: Basal Reading, Beginning Reading, Classroom Environment, Decoding (Reading)
Peer reviewed Peer reviewed
Dermott, R. Allan; And Others – Reading Improvement, 1979
Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)
Descriptors: Basal Reading, Beginning Reading, Cognitive Processes, Grade 1
Drake, Suzanne V. – Academic Therapy, 1990
Reading readiness is defined, and the assessment of emergent literacy is discussed. An informal Reading Readiness Inventory is proposed to provide a profile of students' specific strengths and weaknesses at the beginning levels. The assessment comprises such subtests as oral cloze, sound/symbol relationships, and instant recognition of high…
Descriptors: Beginning Reading, Cloze Procedure, Emergent Literacy, Evaluation Methods
Peer reviewed Peer reviewed
Lie, Alfred – Reading Research Quarterly, 1991
Investigates the long-term effects of daily training sessions in word analysis (phoneme isolation or positional treatment versus phoneme segmentation or sequential treatment) on 10 first grade classes in Norway. Concludes that both forms of phonological training had a facilitating effect on reading and spelling. Suggests that lower ability…
Descriptors: Beginning Reading, Classroom Research, Foreign Countries, Grade 1
Peer reviewed Peer reviewed
Manning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
Spann, Mary Beth – 1996
Suggesting that phonics instruction that is an integral component of a language arts program can offer children important skills and strategies for developing reading and writing abilities, this book presents phonics activities designed to enrich existing language arts curricula by combining phonics instruction with real-life connections, such as…
Descriptors: Classroom Environment, Classroom Techniques, Educational Games, Language Arts
Puorro, Michelle – 1997
A study examined two first-grade classrooms implementing the whole language approach and two utilizing the basal reading approach to determine the differences, if any, between the treatments. The hypothesis was that the whole language reading approach when combined with a phonics program would not result in higher test scores on a standardized…
Descriptors: Basal Reading, Classroom Research, Classroom Techniques, Comparative Analysis
McCulloch, Myrna – 1995
This 24-week Daily/Weekly Lesson Plan and Study Guide is designed to facilitate teachers'"in-the-classroom" study of Romalda Spalding's "The Writing Road to Reading," the Riggs Institute's auxiliary materials and other selected teaching aids which augment and enhance this methodology. After an introduction, the first section of…
Descriptors: Classroom Techniques, Course Descriptions, Grammar, Higher Education
Feng, Jianhua; Etheridge, George W. – 1993
A descriptive study used survey methodology to determine first-grade teachers' theoretical orientations toward reading and students' attitudes toward reading, as well as structured classroom observations to describe teachers' reading instructional practices. Subjects, 259 of the 428 first-grade teachers (61%) in 94 elementary schools of a large…
Descriptors: Elementary School Teachers, Grade 1, Phonics, Primary Education
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