This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

This article examines the ways in which the poetry strand of literacy instruction can help teachers infuse geography into the elementary classroom. Teachers can use poems to target important aspects of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. When the poems contain substantive geography…

This article explores similarities in literacy learning across various life-span stages and considers what actions must be taken to improve literacy attainment and achievement, whether the delivery site is prekindergarten, elementary, secondary, adult, family, workplace, volunteer, or community literacy. The emphasis here is on what it takes to…

A latent growth model was used to investigate the longer term efficacy of phonics and integrated language arts instruction as well as amount of such instruction on children's reading development, using the nationally representative Early Childhood Longitudinal Study data set (kindergarten through fifth grade). Type and amount of instruction were…

This document provides an executive summary of "Reading First Impact Study. Final Report. NCEE 2009-4038." The final report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade…

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All…

The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…

This textbook is a second reader with longer words from common vocabulary that pupils should learn to recognize in print as they do in speech. Pupils should learn to use them in conversation more readily because they are to be found in their reader, which trains them in the use of good language. The phonic method is used. A key to the…

Suggests a spelling riddle activity that can stimulate students' awareness of the complexities of English while providing practice in dictionary skills, phonics, and vocabulary development. Presents several examples. (MS)

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

Phonics, vocabulary, main idea, etc. - the daily paper can make skill-building more fun. (Editor)

THE USEFULNESS OF PHONIC RULES IN READING INSTRUCTION BEYOND THE FOURTH-GRADE LEVEL WAS INVESTIGATED TO ASCERTAIN IF THE CONCLUSIONS REACHED BY THEODORE CLYMER AND REPORTED IN THE JANUARY 1963 ISSUE OF "THE READING TEACHER" WERE VALID WHEN APPLIED TO A MORE REPRESENTATIVE SAMPLE OF VOCABULARY. LISTS OF ALL POSSIBLE WORDS (FROM A SAMPLE…

Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more…

The article which follows provides guidelines by which a complete reading scheme can be developed from a combination of reading schemes; including consideration of such fundamentals as compatability of vocabulary, degree of repetition, phonic criteria and the selection of supplementary reading material. (Author)

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)