Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)

Forty-nine reading games were designed by reading aides in the ESEA Title I Primary Reading Aide Program in Omaha, Nebraska for practice and mastery of specific reading skills at the primary level. Games are listed under these skill areas: alphabet, consonants, digraphs, rhyming words, sight words, and vowels. An illustration is provided for each…

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

Examines the relationship between three methods of testing students' phonics mastery. Questions existing ways of interpreting test results and suggests two alternatives. (FL)

Presents a classic study originally published in this journal in 1963, which analyzed 45 phonic generalizations found in teacher's manuals. Finds that only 18 of the 45 generalizations are useful in having a reasonable degree of application (valid 75% of the time) to words commonly met in primary grade material. (SR)

Describes a reading lesson for first graders in which phonics is taught both explicitly and contextually. Discusses three prerequisite understandings about print that make learning to read much easier for children. Advocates a balanced approach toward literacy instruction that helps children integrate what they already know with new strategies,…

Describes the "Bag Game," an activity which keeps kindergartners or first graders absorbed and entertained while heightening their awareness of initial consonant phonemes in spoken words. (SR)

Reviews basic principles underlying word learning and phonics instruction. Discusses approaches to teaching phonics. Draws some tentative conclusions on how an integrated language-arts programs that includes phonics instruction might look in first-grade classrooms. (PA)

A study of Spanish-speaking kindergartners demonstrates that phonological awareness develops across levels and is related to writing development. Children's ability to benefit from phonics depends on their writing level. Encouraging writing in kindergarten and first grade can stimulate analysis of spoken words and smaller units. (SK)

Explores the characteristics and implications of the "new sentence method" of learning to read. (JM)

This report describes a pilot study conducted to evaluate the instructional effectiveness of the Steck-Vaughn Phonics Program: Level A-Units 3 and 4 and Level B-Units 2 and 3. The Educational Research Institute of America (ERIA) identified volunteer teachers to participate, designed the assessments, and analyzed the collected data. Because the…

Describes the work undertaken to develop a phonics-based reading program for kindergarten through third grade. (MM)