Examines the relationship between three methods of testing students' phonics mastery. Questions existing ways of interpreting test results and suggests two alternatives. (FL)

Criticizes a study by Joseph Fusaro published in a previous issue of this journal (see EJ 171 388), saying that it was not based on a realistic expectation that certain knowledge ought to be present among the subjects, that the procedure was not logically consistent, and that aspects of universality were unjustifiably inferred. (TJ)

Presents a classic study originally published in this journal in 1963, which analyzed 45 phonic generalizations found in teacher's manuals. Finds that only 18 of the 45 generalizations are useful in having a reasonable degree of application (valid 75% of the time) to words commonly met in primary grade material. (SR)

Briefly discusses research on consonant substitution and presents a five-step teaching strategy to help beginning readers use the words they know to figure out the words they don't know. (JM)

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)

In round two of a debate begun in November 1988, this article again reemphasizes the poor quality of Jeanne Chall's experimental phonics research and reporting inaccuracies that invalidate her conclusions. The basic flaw might lie in Chall's belief system. Includes 57 references. (MLH)

Furthering the "Kappan" phonics debate, the author claims that her research results were misunderstood by critic Marie Carbo and that evidence concerning phonics' instructional benefits is cumulative, particularly for children at risk. Based on 80 years' empirical and theoretical support, Carbo's "no conclusion" stance is unsupportable. Includes…

Investigates whether Brazilian Portuguese-speaking prereaders who have mastered letter names are capable of processing letter-sound relations to learn to read words in which the letters correspond to phonemes contained in the names of the letters. Suggests they can use their knowledge of the names of the letters to learn to read by processing and…

Compares reading disabled children with two matched reading-level normal control groups on indicators of phonological processing. Finds that a nonword reading deficit was not in itself diagnostic of developmental reading disability. Discusses processes involving two sources of knowledge for phonological recoding as explanations of results on…

This article evaluates the "Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups" (National Institute of Child Health and Human Development, 2000). The author also examines the…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

Concludes that a large number of student teachers and experienced teachers at the elementary level cannot define the concepts and terms they are teaching. (RB)