This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)

A year-long study examined how phonics or whole word instruction affected first graders' progress in reading and spelling words. Subjects, 80 Houston, Texas students of average reading and intellectual abilities from three classrooms receiving phonics instruction and three classrooms receiving whole word instruction, were administered a phonemic…

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…

This study examined differences in oral reading strategies of 60 first-grade students attending school in two comparable Texas districts. One district provided beginning reading instruction through an eclectic basal approach; the second taught reading using a phonic emphasis approach. The Reading Miscue Inventory was used to analyze oral reading…

The purpose of this study was to determine if differences existed between second- and fifth-grade students' word recognition errors, and if differences existed between the word attack strategies utilized by them. Using the Informal Reading Inventory, a random sample of twenty-five second graders and twenty-five fifth graders was taken from three…

Forty first-grade and third-grade students participated in an investigation of differences between oral reading strategies of students taught with a phonics emphasis and those of students taught with an analytic-eclectic program. Results from analysis of a reading miscue inventory used with each student indicated that miscue patterns are directly…

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Discusses a study in which learning disabled or educationally handicapped middle school students received a daily treatment of 20 minutes of phonics instruction and demonstrated gains on both the Wide Range Achievement Test and the Gray Oral Reading Test. (AEA)

First-graders taught reading by phonics or language experience approach were compared on their ability to orally decode lists of words identified as either real or nonsense words. The two groups did not differ in overall correct responses, nor were their strategies influenced by the "real/nonsense" directions. (SJL)

FOR THE THIRD YEAR, THE FOLLOWING FOUR DIFFERENT METHODS OF TEACHING READING WERE CONTRASTED--(1) THE INITIAL TEACHING ALPHABET, (2) A PHONIC, FILMSTRIP, WHOLE-CLASS APPROACH, (3) A WHOLE-WORD, ECLECTIC BASAL READER METHOD, AND (4) THE PRECEDING APPROACH SUPPLEMENTED BY A PHONICS PROGRAM. SOME 400 FIRST-GRADE PUPILS WERE RANDOMLY ASSIGNED TO…

Reading failure can be eliminated by the year 2000 if reading teachers believe it can be done, can develop the new procedures needed to make their dreams come true, and are willing to make fundamental changes in how they teach reading. Phonic utility research clearly indicates that phonics instruction is neither dependable nor useful. The current…

The effectiveness of the impress method of reading instruction, in which the student and teacher read aloud simultaneously, was studied. The subjects were 24 fourth and fifth grade students from a New Jersey school, whose reading level was a year or more below grade placement (indicated by scores on a standardized achievement test) and who…

Three research projects were conducted at the University of Maryland's Reading Clinic (for students in grades one through twelve) to evaluate the efficiency of clinical procedures and to generate research hypotheses and techniques. Using data from randomly selected clinical case studies, the research projects focused on two diagnostic procedures:…

Second-grade pupils using the Ginn "Reading 360" or the McGraw-Hill "Programmed Reading" were compared in their reading and retelling of the story "King Alfred and the Cakes." Analysis, using the Reading Miscue Inventory, of the performance of 20 selected pupils indicated that those taught with "Programmed…