Examines research on phoneme-grapheme correspondences in relation to the validity of certain phonic generalizations and concludes with implications for reading and spelling instruction. (JM)

Suggests methods for improving blending skills and includes a review of the research on blending. (RB)

Concludes that monosyllabic words are easier for beginning readers to read than are polysyllabic words and that children just learning to read should be taught phonics skills with monosyllabic words. (RB)

Criticizes a study by Joseph Fusaro published in a previous issue of this journal (see EJ 171 388), saying that it was not based on a realistic expectation that certain knowledge ought to be present among the subjects, that the procedure was not logically consistent, and that aspects of universality were unjustifiably inferred. (TJ)

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)

Concludes that a large number of student teachers and experienced teachers at the elementary level cannot define the concepts and terms they are teaching. (RB)

Reports the findings of a survey of the prevalence of negative beliefs about the usefulness of phonics among directors of university reading clinics. (JM)

Discusses the difficulties encountered when teaching sound-symbol correspondences in beginning reading. (JM)

Results of study show that instruction in grapheme-phoneme correspondence using a didactic approach is an invaluable aid in producing specific articulation. (JM)

Discusses a study which sought to determine the extent to which teachers or prospective teachers can discriminate among generalizations about phonics of varying degrees of usefulness. (JM)

Responds to a previous study which suggested that college professors who teach preservice reading courses cannot agree on what should be taught. (See EJ 129 240) (RB)

Lists 334 words that three frequently used word lists have in common. Of these, 137 are phonically consistent and can be taught using phonics while 197 should be taught by sight-word techniques. (TJ)

Concludes that college professors who teach preservice reading courses do not agree on what reading terms should be taught, their definitions, or the generalizations to be used in phonic analysis. (RB)