Parallel versions of a new multiple-choice word-recognition test were administered to 1019 and 590 Year-1 pupils respectively. The test format was based on a published test of Word Recognition and Phonic Skills and was intended to provide reliable diagnostic information. It was found that internally consistent measures of three types of word…

A community-based course sponsored by Project TRAIN was designed to teach parents techniques and activities to be used at home to reinforce children's reading skills and to increase their interest in reading. Parents who showed an interest in reading, who read to their children, and who played word games with them indicated to their children, by…

This book presents a method of teaching letter sounds to children; it suggests ways for the elementary teacher or parent to involve children physically, as well as mentally, in the learning process. For example, to learn the letter "Y," children stand with outstretched arms to form themselves into the letter Y; to learn the "Z" sound, children…

A study was conducted to test the thesis that teaching word recognition skills in a manner compatible with the learner's auditory or visual modality preference would facilitate beginning reading instruction. A group of 62 students in two first grade classrooms was studied; one class stressed the presentation of words as whole units, the other…

Compiled by elementary, middle, and secondary school teachers, this guide describes activities for developing students' skills in phonics and structural word analysis. For each activity, a purpose or objective is stated, required materials are listed, specific teaching procedures are outlined, and the intended grade level (kindergarten,…

FOUR PAPERS GIVEN AT THE READING SYMPOSIUM OF THE 1968 AMERICAN EDUCATIONAL RESEARCH ASSOCIATION PRESENT DISCUSSIONS OF THE SOUTHWEST REGIONAL LABORATORY (SWRL) READING PROGRAM. THE FIRST PAPER DESCRIBES OBJECTIVES, CLASSROOM MATERIALS, AND PROCEDURES. OBJECTIVES FOR SIGHT-RECOGNITION, WORD-ATTACK SKILLS, AND COMPREHENSION SKILLS ARE EXPRESSED IN…

The premise of this book is that parents should help their child learn to read at home in order to individualize reading skill instruction better than may be possible at school alone. A reading readiness checklist is offered as a guide to determining if one's child is linguistically, behaviorally, and perceptually ready to begin to learn to read.…

This discussion on spelling and phonics focuses on beginning reading vocabulary (phonology and graphemics of high utility words), factors in word perception (their recognition in teaching word perception skills), premises and principles of phonics (their relation to curriculum content and to methods), phonic rules or spelling patterns (their…

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,…

The investigation was concerned with the class of grapheme-phoneme correspondence called spelling patterns and was intended to broaden empirical understanding of grapheme-phoneme correspondences used in teaching initial reading. Twenty-five boys and 47 girls from three moderate-ability first grade classes were chosen as subjects. These students…

Psycholinguistics has offered many new insights into the development of reading, e.g., only a small part of the information necessary for reading comprehension comes from the printed page, comprehension must precede the identification of individual words, and reading is not decoding to spoken language. These views are elaborated in this collection…

Describes "Easy Steps to Reading Independence" (ESTRI), a new phonics-linguistics approach. Provides field study data that show statistically significant advantages for ESTRI in eight out of fourteen cases. (RL)

Concludes that spelling-trained kindergarten children learned to read a set of words more effectively than controls. Argues that their greater success was not because they had learned to sound out and blend words, but rather because they had become better at phonetic cue reading. (FL)

A major problem in the teaching of reading is to determine the scope or breadth of the curriculum--how broad to develop the objectives of instruction becomes paramount in curriculum development. Breadth of the curriculum may then be represented by points on a continuum with a wider scope on one end and narrowing down toward the other end. This…

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)