Reports an investigation into the reliability of generalizations in the pronunciation of digraphs and suggests more reliable generalizations. (MD)

In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct "systematic phonics instruction" in Reading First has resulted in highly…

This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's…

Presents two studies using Verstaen et al.'s method that occasionally replicates null phonemic masking effects, but challenges their interpretation. Reflects an inherent instability in the perception of homophones. Demonstrates that this instability is directly due to reliance on phonology, rather than to its control. (SG)

When 23 commonly taught phonics rules were analyzed in terms of consistency and complexity, it was determined that only nine appeared to be useful. (Includes a table showing the consistency of the generalizations.) (HOD)

Suggests that children should be taught to blend isolated sounds into words as an aid to reading. (MKM)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Notes that federal officials stress that educators should not overlook key elements in reading instruction (phonemic awareness, fluency, vocabulary, and text comprehension), even with the No Child Left Behind Act's emphasis on phonics. Discusses how families play a critical role in reading instruction. (SG)

Authors take issue with an article by Elaine Garan, "Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics," that appeared in the March 2001 issue of "Phi Delta Kappan" wherein she criticized the report's findings on the effectiveness of phonics instruction in helping children to read. (PKP)

Author makes a point-by-point rebuttal to Ehri and Stahl's criticism of her critical analysis of the National Reading Panel report on the effectiveness of phonics instruction in helping children to read. (PKP)

The National Reading Panel's report on reading instruction placed too much emphasis on systematic phonics. The effectiveness of systematic phonics is presented with a comprehensive framework so that there is a clear implication for institutional practice.

The nature of and problems with words of more than one syllable are discussed in this paper, and strategies for teaching and reading such words are suggested. It is postulated that the major problem in reading words of more than one syllable is stress and its effect on vowel pronunciation. It is also reasonable to assume that words become more…

Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)