Analyzes phoneme-grapheme relationships of vowels and reports common phonemes in accented and unaccented, open and closed syllables. Bibliography and tables. (MD)

Questions the quality and accuracy of the phonics research base. Widely taught and promoted in official publications, the system is being even more heavily promulgated by current educational reformers. Extensive discrepancies between Jeanne Chall's findings and actual data show design flaws in "The Great Debate" that contradict phonics'…

Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

As the number of learning support assistants (also referred to as classroom assistants, teaching aides, auxiliary support and paraeducators) employed in the primary sector continues to increase, questions concerning the contribution they make to raising standards of attainment remain to be answered. This article reports evidence from a small-scale…

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

An extensive research base on beginning reading acquisition and reading difficulties, developed over the past few decades, has important implications for the teaching of reading. Unfortunately, much of this research does not appear to be reaching teachers, whose knowledge is essential for scientific findings about reading to benefit children. This…

Compares two major methods for teaching phonics. (RB)

Concludes that monosyllabic words are easier for beginning readers to read than are polysyllabic words and that children just learning to read should be taught phonics skills with monosyllabic words. (RB)

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)

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)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Concludes that children in grades two through six can learn sound-symbol relationships even though they cannot define phonics terms or give examples of them. (DD)