When poor and normal reading second and sixth grade students received treatment in one of three methods of teaching word identification, the whole-word/meaning-based method fostered a global processing strategy, while the phonics method fostered an analytic strategy. A combination of both methods fostered the use of both strategies and generally…

Neither remedial nor nonremedial readers indicated willingness to skip words but remedial readers were less willing to skip over letters in a word. Remedial readers also showed a heavy emphasis on phonics. (Author)

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…