Three groups of kindergarten children received four training trials and a word-recognition test with 15 words in a beginning-reading task. The prompting-and-fading and the no-prompting groups performed similarly on word recognition after training and scored significantly higher than the prompting-only group. (Author)

Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)

Includes short reports from four elementary school teachers about vocabulary development, stimulation of student writing, and the effects of parents' reading to their first-grade children. (RL)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

Reports on an investigation of the effects of teaching first grade children two sets of six words by phonics and sight word methods in three instructional conditions with either a selection or production response. (MKM)

Notes that reading teachers can incorporate a balanced approach to teaching word identification by linking learning objectives (state mandated in many areas) to authentic literature and accommodations for learning differences. Begins with the desired objective followed by a suggested instructional procedure, a specific example, three appropriate…

Major issues concerning vocabulary learning and instruction are discussed, and different ways that vocabulary is taught in the classroom are reviewed. It is argued that helping students develop strategies and knowledge to use internal and external contexts to infer meanings is a major step toward helping them become independent learners. (Contains…

This study used computer word games to train 35 dyslexic readers (mean age 13 years) in automaticity (speed and accuracy) of word recognition. After training, reaction time on the word vocalization and sentence comprehension tasks improved significantly for both trained and untrained stimuli. Results support the automaticity hypothesis. (DB)

A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)

Seven preschool children with hearing impairment or deafness were studied for nine months as they learned to read, write, and spell or fingerspell their names. Analysis revealed that the children learned that names are powerful expressions of identity through teacher demonstrations, immersion in a literacy-rich environment, and numerous…

Compares the efficacy of a combination of phonological and strategy-based remedial approaches for reading disability with that of each approach separately. Study was based on interventions with 85 children with severe reading disability. Results indicate that a combination of Phonological Analysis and Blending/Direct Instruction and Word…

This book explains the most effective ways to teach children to read. Chapters in part 1 are written in traditional textbook fashion and include seven different activities which apply the material in the book to classroom practice. Chapters deal with: (1) five key ideas about reading; (2) emergent literacy; (3) teaching word identification; (4)…

Instructors who accept responsibility for improving the spelling of their students, must, to be successful, turn that responsibility over to the students. Abjuring their position as rule givers, effective spelling teachers encourage students to pursue their study inductively by exploring the relationship of the spoken language to the written form,…

The use of words in isolation, words with pictures, and words in sentence context in teaching word recognition to beginning readers was studied in a sample of 54 boys and 54 girls. These 108 pupils were randomly assigned to the three treatment groups; each child was individually taught the target words. Learning was assessed on five dependent…

COMPETENT LITERACY EDUCATION INVOLVES THE CONTINUOUS DIAGNOSIS AND CORRECTION OF DEFICIENCIES. THROUGH FORMAL AND INFORMAL DIAGNOSTIC PROCEDURES AND OBSERVATION, TEACHERS LOCATE SPECIFIC NEEDS AND DEFECTS AND THEN APPLY SPECIFIC TECHNIQUES TO MEET THOSE NEEDS AND CORRECT OR WORK AROUND THOSE DEFECTS. TO HELP TEACHERS LOCATE TECHNIQUES APPROPRIATE…