This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

Presents the 38 most common phonograms (rhymes or word families) in rank order based on frequency. Notes that these 38 phonograms with added beginning consonants can make 654 different one-syllable words, and that teaching phonograms can be a definite help in teaching students to decode and thus to read and write better. (SR)

The purpose of this study was to determine the effectiveness of the Distar Reading and Language Program as a method for beginning reading instruction. The subjects in the Distar group were 24 prekindergarteners, 60 kindergarteners, and 68 first graders. There were 24 children in the control prekindergarten group, 61 in the kindergarten, and 72 in…

This booklet summarizes forty-two Initial Teaching Alphabet (i.t.a.)research reports, highlighting the major features of each study. With minor variation, usually resulting from an absence of complete information, each abstract indicates the number and type of students involved, their grade level, and how they were assigned to experimental or…

A beginning reading alphabet identified as the Simplified Signalling System was developed in this study for the teaching of reading. The system consisted of (1) key symbols and augmentations used in the introduction for beginning and remedial readers and (2) transliteration of sample materials suggested for use by beginning and remedial readers.…

In this paper, Piagetian stages are discussed in relation to the internalization of key vocabulary words by children. Research studies that indicate a parallel development using Sylvia Ashton-Warner's idea of key vocabulary of children are briefly discussed. The author agrees that three studies do not completely prove a hypothesis, however they…

The purpose of this study was to determine if significant differences in first grade achievement appeared among pupils who participated in an eight-week Summer Head Start Program and qualified pupils who did not participate. Both groups were divided into three subgroups according to scores on the Draw-A-Man Test. Each subgroup (high, middle, and…

Focuses on the development of and research into well-articulated models of reading fluency instruction that make fluency an integral part of the regular reading curriculum. Brings to light ways in which reading fluency instruction can be made an important part of and an achievable goal for the general reading curriculum. (SR)

Describes a teacher-research study of the reading acquisition of a second-grade student. Observes the social and instructional context of Amy's reading and her use of visual and non-visual information. Discusses patterns in Amy's text choice over 4 phases, patterns in strategy use, and teacher roles. Discusses this reader's self-extending system…

Explores the relation between preschool phoneme awareness and initial reading development. Confirms a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Argues that phonemic awareness is an indispensable catalyst in the development of initial word processing ability. (SG)

A combination of case study observation and mini-experimentation techniques were used to examine a number of issues of relevance in the study of the acquisition of beginning reading skills. Six children were divided equally among three instructional modes: phonics, whole word, and mixed. They were asked to decode and encode words, and their…

While it is appreciated that research on many of the details of early language learning is still required, one of the main themes of this paper is that solutions to the major problems of beginning reading are already known. In general, there has been a sufficiency of research, and what is now needed is action to implement the results already…

Three items are described in this paper: the individual difference variable of cognitive style, research which has implicated cognitive style and reading achievement, and beginning reading research which uses cognitive style as a dependent variable. The contents include "Cognitive Style," which discusses research related to defining cognitive…

Compares effectiveness of four different methods for acquiring initial reading vocabulary--onset plus vowel, rimes, phoneme segmentation and blending, and simple repetition of whole words. Finds that beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Finds the same…