Analyzes research in the phonics section of the Report of the National Reading Panel to examine what the data, as opposed to the Panel's interpretation and reporting of the data, say about the role of phonics in reading instruction. Suggests the methodology of the Report is flawed, and results reported in the Summary are not supported by the…

Examines the results of the National Reading Panel's (NRP) comparison of skills-based and whole language approaches through the lens of reading comprehension. Reveals that the research does not show that skills-based methods are superior. Concludes that the NRP's interpretation of the results is not the only possible one and should not be the…

Of all the developments in reading research during the past 30 years, few have provided as much fodder for the wars over whole language as "invented spelling." Research on invented spelling led to a developmental theory of how children experiment with phonemic rules and patterns, and scholars urged teachers to allow children to spell…

To validate a group phonics test designed to measure students' phonics knowledge, a study examined possible causal relationships of phonics knowledge and sight word recognition, sight word fluency, general reading fluency, and reading comprehension. Subjects, 95 first graders, 95 second graders, and 95 third graders chosen at random from 3 schools…

Analysis of the Rinsland vocabulary list indicated that while the list was dated, it was more than adequate for purposes of classroom instruction. (RB)

A study was made of Formula Phonics Reading Chain Programs in six California elementary schools to determine whether these programs replicated, in both form and educational outcome, the model program. On-site visits were made to evaluate program components and teaching strategies. Student achievement data provided by the schools, the districts,…

A PROGRAMED SEQUENCE OF INSTRUCTION IN PHONICS FOR EXCEPTIONAL STUDENTS WAS DESIGNED, AND THE PROGRESS OF PUPILS TAUGHT WITH THIS PROGRAM WAS EVALUATED. PUPILS WERE DIVIDED INTO THREE GROUPS--THE EMOTIONALLY DISTURBED, THE NEUROLOGICALLY IMPAIRED, AND THE MENTALLY RETARDED. THE SCORES OF 17 STUDENTS FROM THE LOS ANGELES AREA WERE INCLUDED IN THE…

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…

The transfer relationships between three tasks used in the Southwest Regional Laboratory's (SWRL) First-Year Communications Skills Program to help the child recognize the relationship between isolated letter sounds and the same sounds embedded in a word context were investigated. The three tasks were learning isolated letter sounds, learning…

Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech for the ear differs from reading, or language for the eye. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological…

This study was to determine the utility of specific phonic generalizations to vocabularies in science textbooks, words special to science, and to compare the Clymer and Bailey studies with the science study. A list of words compiled from three science series, grades on to six, was analyzed via the generalizations and procedures developed by…

Supports the view that in testing phonics knowledge, it is important to use non-sense syllables. (RB)

Rejects phonics or any other reading method as "best" for every child. Summarizes major conclusions of reading styles research, outlines five reading style stimuli, offers tips for increasing reading achievement and enjoyment, and presents research results from five pilot school districts. Matching instruction to individual reading styles is…