Describes a study which found that the prospective special education teachers in the study population had severe deficits in their knowledge of basic phonics. (JM)

A recent report entitled "Preventing Reading Difficulties in Young Children" (Snow, Burns, and Griffin, 1998) concludes that both phonics and whole language are important in teaching young children how to read. These two strategies--along with plenty of time for children to read, to be read to, and to write--are important components of…

By actively involving the child in hearing, saying, seeing, and writing the letters and sounds, this workbook develops a child's skill in recognizing the consonant sounds as well as the most important short and long vowels through a series of 52 lessons. It is appropriate for parents to use with their second- or third-grade children. By using this…

By actively involving the child in hearing, saying, seeing, and writing the letters and sounds, this workbook develops a child's skill in recognizing the alphabet and the initial sounds in words through a series of 78 lessons. It is appropriate for parents to use with their kindergarten and beginning first grade children. By using this learning…

By actively involving the child in hearing, saying, seeing, and writing the letters and sounds, this workbook develops a child's skill in recognizing consonant sounds as well as the most important short and long vowels through a series of 70 lessons. It is appropriate for parents to use with advanced first grade children. By using this learning…

Article stressed the point that all teachers should be reading teachers and understand the requirements for success in teaching instruction. (RK)

Describes a study that attempted to establish whether or not a hierarchy exists among selected reading skills, to establish the direction and strength of such a relationship, and to compare empirical methodologies for establishing hierarchical relationships. (MKM)

Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

Argues against reading instruction that places too much emphasis on the phonics method. Considers misunderstandings related to the phonics method, and presents a case for individualized language instruction that focuses on the child's needs and is based in examples of good reading habits and research on emergent literacy. (JPB)

This primer supplies systematic basic phonics material for learning how to read, to be put into the hands of children. The primer includes instructions for the teacher, but it assumes that the user also has read either the book, "How the Alphabet Works," or the matching pamphlet, "Systematic Basic Phonics," which is included in the back of the…

The primary purpose of this paper on reading instruction is to inform teachers and parents of the superiority of phonics or code-based approaches over the whole-word method (still the dominant method in the United States). The first section deals with the nature of reading skills, the second section covers the history and present status of the…

SOME VOWEL DIGRAPH GENERALIZATIONS PRESENTLY TAUGHT WERE INVESTIGATED TO DETERMINE THE OVERALL UTILITY OF THE GENERALIZATIONS WHEN APPLIED TO A LIST OF REPRESENTATIVE WORDS MET BY CHILDREN IN READING INSTRUCTION IN GRADES 1 THROUGH 6, TO DETERMINE THE UTILITY OF ALL POSSIBLE SUBGROUPS OF ADJACENT VOWELS, AND TO EVOLVE NEW DIGRAPH GENERALIZATIONS…

These skill cards and answer cards were designed for open ended game boards but may be used with any open ended game to reinforce reading skills. There are twelve sets in the packet. Each set contains twenty skill cards and one answer card. The topics for the sets are: long vowel substitution, short vowel substitution, consonant digraph…