Describes a study that examined whether high school special education students' scores on a phonics test could be perceptively increased through the use of a selected course in phonics and phonetics. (FL)

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

Reviews the research on the initial teaching alphabet (i/t/a), the sources of conflict and misunderstanding involving its use, and its future in reading instruction. (FL)

Reflects that the term "whole language" involves instilling a love of literature, problem-solving and critical thinking, collaboration, authenticity, personalized learning, and much more. Examines some recent research dealing with two fundamental points of contention between the two sides of the phonics and whole language debate. Finds evidence…

Reports on a study that examined the relationship between teacher sentiments toward two broad classifications of reading instruction--the phonics and the meaning-based methods. Concludes that teacher sentiments toward these two methods are multidimensional and complex. (FL)

Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)

Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

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)

Investigates the effectiveness of the Char-L Intensive Phonics program within a six-week summer tutorial program for students with learning problems. Finds significant gains in reading for most students and improved word attack skills for all students completing academic tasks requiring reading. (KEH)