Examines a unified spelling and vocabulary instruction program for upper-elementary and middle-school students based on research investigating tacit and explicit knowledge of derivational morphology patterns and the orthographic expression of these patterns in semantically related words. Presents implications for and describes a systematic,…

Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for…

Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…

Describes Apple Computer's Early Language Connections (ELC) program. Designed for K-2 grades, ELC integrates Macintosh computers, children's literature, instructional software, and other curriculum materials, including sample lessons constructed around thematic units. The literature-based product uses a whole-language approach (with phonics…

This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental…

Reports a study that examined the use of phonics instruction in fundamentalist Christian schools. Interviews with Christian educators and professionals at conferences indicated that support for phonics (because it is felt to be more traditional and to work) and distrust of the whole language approach is common among Christian educators. (SM)

Comparison of "Distar Reading Mastery" and Addison Wesley's "Superkids" beginning reading programs with 81 children in transitional kindergarten special education classes found no significant differences at the end of the treatment year or at one-year follow-up. However, among children making the most gains, the Distar group…

This study of the effects of intensive multisensory speech training on the speech production of a profoundly hearing-impaired child (age nine) found that the addition of Visual Phonics hand cues did not result in speech production gains. All six target phonemes were generalized to new words and maintained after the intervention was discontinued.…

Describes first-grade children who completed a battery of tasks that included standardized measures of word recognition and spelling, measures of phonological and orthographic processing skills, and a short indicator of exposure to print via home literacy experiences. Finds that phonological and orthographic processing skills are separable…

Contrasts ways phonics is frequently taught with examples of ways phonics would be taught according to research. Responses to major criticisms of a phonics approach are presented. Research indicates the best reading instruction involves systematically teaching children the most common sound for a select group of letters and letter combinations.…

The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies principles of structured phonetic instruction, drill and repetition, and multisensory methodology. Following the two-year program, dyslexic students (N=22) demonstrated significantly higher reading recognition and comprehension than a control…

Targeted to a wide audience, this book is a highly readable, nontechnical work without sacrificing the informative value offered by the relevant empirical research. The book is organized into three sections that discuss why it's difficult to learn to read; existing scientific evidence in reading research; and practical solutions, based on the…

This longitudinal, multiple case study describes and compares the early development, instructional history, repeated administrations of a test battery, and response to phonologically driven reading instruction in a science/reading workshop for seven boys (grades 3-5) with dyslexia. Following instruction, phonological skills improved. Early…

A study examined the relationship between phonological awareness skills and social-emotional competence among 98 Israeli preschool children, 39 at risk for developing learning disabilities. Children at risk had lower phonological awareness measures, viewed themselves as more lonely, felt less confident, and were less accepted by peers. (Contains…

Investigated the effect of developmentally appropriate literacy interventions integrated into circle time in a Head Start setting on the detection of rhyme by 4-5 year olds. Found that the group receiving phonological-awareness treatment performed better on a rhyme detection test than the semantic intervention group. (JPB)