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)

Describes a study which found that the prospective special education teachers in the study population had severe deficits in their knowledge of basic phonics. (JM)

This book is directed at the pre-service undergraduate and the in-service graduate student who must possess basic knowledge of how the orthography of American English is structured while pursuing the requisite skills for teaching competence in reading. Chapter one is a brief introduction. Chapter two, "Phonetics, Phonemics, and Phonics," considers…

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)

Results of the examination of teacher's manuals, grades one through four, that accompany a number of basal reading series used in schools in Staten Island, New York, indicated that although teacher's manuals included many phonic rules, none of the examined texts gave any utility or frequency data or cited any research studies to support the…

To determine the number and types of spelling errors made by college students, a study examined students' spelling errors on four complex word patterns which occur in related words. Fifty students attending a four-year engineering institute were selected and classified as group A (good readers/good spellers) or group B (poor readers/poor spellers)…

Reviews significant findings from the author's research and speculates on differential responses to his work. Argues that appropriately chosen direct instruction in the spelling-sound code is the reality that will enable the romance with whole language to be a long-lasting one and that educators must let scientific evidence answer questions about…

Elementary preservice and classroom teachers were given a nonsense word test and a test of phonetic generalizations to determine if teachers can use their knowledge of phonetic generalizations when pronouncing unknown nonsense words, and if there is a relationship between the ability to pronounce unknown nonsense words and knowledge of phonetic…

A study tested the usefulness of the Theoretical Orientation to Reading Profile (TORP) in terms of its accuracy in measuring preservice teachers' change in theoretical orientation to reading as a result of having taken a reading methods course. Subjects, 27 upper division elementary education majors (the experimental group) and 15 upper division…

To discover whether the typical college reading course repairs students' phonic disabilities to a significant degree and whether students who are severely phonically disabled benefit from the treatment provided in such courses, a study was undertaken involving students in 14 classes. Instruction for those students in the developmental reading…

A study evaluated the phonics performance of skilled adult readers using the D. Durkin phonics test, which was also used in 1984 to measure the phonics ability of children. The test, which was given to 25 college juniors and seniors, consisted of 29 regularly spelled pseudo or nonsense words to be pronounced aloud by the subjects. Results…

A study investigated the proposition that males have a predominant tendency to encode visually when reading, whereas females tend to encode phonologically. Arabic symbols were used to teach a group of 24 college students to "read." Subjects were assigned randomly to one of two conditions: learning the symbols as "letters" one by one with the aid…

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reasearch about teaching and learning reading is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

The proceedings of the twelfth annual meeting of the College Reading Association (with a focus on "Reading: Today's Needs, Tomorrow's Challenges") consisted of the following papers: "President's Address" (J. R. Newton); "Structure, Stricture in Reading Programs" (M. J. Weiss); "Why Use Informal Reading…

The proceedings of the tenth annual meeting of the College Reading Association consisted of the following papers: (1) "President's Address" (L. S. Braam); (2) "Some Second Thoughts on Teaching Speed and Flexibility to College Freshman" (D. J. Yarington); (3) "Improvement of Teachers' Reading Proficiency" (A. J.…