"Word Study: Emergent Sorts for Spanish-Speaking Multilingual Learners" is the ideal stage-specific companion to Word Study with Multilingual Learners. Beginning with picture concept sorts, it provides strategies to help teachers make sorting more meaningful. The text develops a routine for introducing English vocabulary, helping…

This article summarises the linguistic base of initial reading and spelling in English for the benefit of teachers and others engaged in education who need explicit understanding of parts of the linguistic base in order to teach initial literacy accurately. The aspects covered are those most relevant to children entering formal schooling: spoken…

The use of group work in classroom activities is a method used for motivating learning and increasing the idea of pleasure through learning. The current study investigates the advantages of group work in exams in the English department, in the College of Basic Education. 40 students in two classes of "The Introduction of Phonetics and…

Published research shows that English speakers gain literacy skills up to the 7-year level more effectively when taught using a language experience approach rather than a word reading approach (reading common words plus phonic reading). It is suggested that this is because of the almost unique nature of English phonology, that is the strengthening…

This study examined a Pseudoword Phonics Curriculum to determine if this form of instruction would increase students' decoding skills compared to typical real-word phonics instruction. In typical phonics instruction, children learn to decode familiar words which allow them to draw on their prior knowledge of how to pronounce the word and may…

Suggests that teaching words with a regular phonetic structure first will help children learn, and presents lists of words with regular phonetic structure and three procedures teachers can use in an instructural program. (JM)

Suggests that the speech teacher's knowledge of phonetics can be valuable in assisting reading teachers with the teaching of phonics. (MKM)

This study tested the hypothesis that Distar Reading's demonstrated effects with disadvantaged children can be generalized to children with disabilities. The study compared the effects of two synthetic phonics reading programs, Direct Instruction "Reading Mastery" (which incorporated features of Distar Reading) and Addison Wesley's…

This book describes the step-by-step procedures of a program for reading, writing, and spelling. First published in 1972, it has been revised and expanded so that not only teachers but also parents and other interested adults can use the prescribed sequential lesson plans for one-to-one reading and spelling instruction. Stressing a positive…

Describes a program that will help college students by directing them towards meaningful, clearly understandable, short range goals, and by helping them gain control over important aspects of their spelling problems. (CRH)

The five different methods of teaching reading used in the schools of Neuchatel, Switzerland, are described in this study. Remi-Colette is the official method, approaching reading through the study of key words, then syllables, letters, and sounds. The second method, S'Exprimer-Lire (Express oneself-read), inspired by recent linguistic studies,…

This is the first phonetics book to be developed for use in first-year French courses. The intent of the book is to help the student acquire confidence in his ability to look at 85 percent of the words in the French dictionary and be able to pronounce those words correctly, as a result of his sounding out the words. When an American student looks…

Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)