The authors define phonics as a system for encoding speech sounds into written symbols and for teaching learners to use the relationship between letters and sounds to recognize words. The origin of the term "explicit, systematic phonics" is traced historically through studies and reviews of phonics instruction and policy documents. Results from a…

Currently, definitions of "science", "reading", and "literacy" in the US lend a seemingly nonrelativistic permanence to these terms, and render them resistant to critique. This paper offers a theoretical frame for critiquing this permanence, analysing why early-literacy instruction is tightly tied to traditional forms…

This paper reviews recent experimental findings that inform our understanding of the development of reading comprehension. Studies investigating children who have specific difficulties with reading comprehension provide considerable information concerning the process involved in successful reading comprehension. This literature highlights aspects…

The effects of tutor- or computer-assisted word recognition were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions--control (students practiced…

A student's misreading of the word "statues" as "sanctuaries" and an application of miscue analysis show how students' egos can be boosted. The student expressed surprise when informed of his misreading, wondering how he could confuse the words. The student's reading specialist explained to the student that his…

Confirms the hypothesis that readers mediate the identification of unfamiliar words by comparing the unknown word to known words and parts. (RB)

The purpose of this study was to determine the effectiveness of matching modality aptitudes to classroom-based reading instruction. (RB)

Analysis of similar shapes for high-frequency words does not verify the hypothesis that shape provides a useful learning cue for teaching word recognition. (RB)

Suggests color highlighting as an effective method of improving word recognition visual discrimination skills. (RB)

Twenty children between six and nine years of age and of average or above average intelligence were used in a study to determine whether methods that restrict pupil participation to visual attention or oral response are of more or less value in attempts to recognize words than methods that involve activity with the hands, such as tracing or…

Designed as a component of the Wisconsin Prototypic System of Reading Instruction, the Compendium of Reading Materials and Teaching Techniques is a selective listing of materials and techniques keyed to the three major skill areas of word recognition, comprehension, and study skills. Within each of the areas, five levels were identified and page…

Suggests using a compare/contrast strategy to teach students to read polysyllabic words. (MKM)

Four recommendations of a reading resource teacher on ways a regular class teacher could improve the word identification and general comprehension skills of her second grade student are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

Offers suggestions for helping the older child who has not learned to read, including developing a sight word bank using a memorized book, using these sight words as the basis for decoding instruction, and including the nonreader in a reading group. (ARH)