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Reitsma, Pieter – Child Development, 1984
Explores issue of whether beginning readers proceed from print directly to meaning, or whether they need to use phonological information to obtain access to the meaning of printed words. As derived from a group of children between seven and 12, results indicated that, at least at low levels of reading skill, intermediate phonemic codes are used in…
Descriptors: Elementary Education, Elementary School Students, Grade 1, Grade 2
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McCoy, Kathleen M.; Pany, Darlene – Reading Teacher, 1986
Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)
Descriptors: Educational Theories, Elementary Education, Feedback, Learning Strategies
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Juel, Connie; Roper/Schneider, Diane – Reading Research Quarterly, 1985
Examines the role of various word features (versatile letter combinations) and basal text factors (word repetitions) in the developing word recognition skills of 93 first-grade students. Indicates that the text to which children are exposed early in first grade may differentially shape their word identification strategies. (HOD)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Content Analysis
Mackh, Sarah J. – 2003
The students of the targeted sixth grade class exhibited low standardized test scores in reading. Despite many efforts, this problem reached a crisis point in the fall of 2001, when the school as a whole placed at the bottom of the district on the state standards test, which was taken by this group of students in the spring of their fifth-grade…
Descriptors: Action Research, Grade 6, Instructional Effectiveness, Intermediate Grades
Ediger, Marlow – 2002
Advocates of high standards and expectations usually believe that gaps in reading achievement can be eliminated with good teaching, but slow readers need a specially designed reading curriculum. The teacher first needs to use an informal reading inventory to determine the student's reading level. Functioning generally on a higher level than…
Descriptors: Context Clues, Elementary Education, Phonics, Reading Aloud to Others
Hitchcock, Wendy Roehricht – 1997
Beginning readers and proficient readers can be characterized by using research found in professional journal articles and other educational sources. Learning to read requires numerous abilities, several of which are acquired before a child begins school; this time period between birth and when a child begins school is called the "emergent…
Descriptors: Beginning Reading, Developmental Stages, Elementary Secondary Education, Emergent Literacy
NICHCY News Digest, 1997
This news digest issue, which accompanies a bibliography titled "Learning Strategies for Students with Learning Disabilities", focuses on two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Intervention
Piccirillo, Jean B. – 1998
A study examined the effects of daily journal writing on kindergarten children's phonics acquisition. At St. Joseph School in Carteret, New Jersey, 21 kindergartners kept daily journals in addition to normal classroom instruction over a period of 4 months, while the 20 kindergartners in another class received only the normal classroom phonics…
Descriptors: Catholic Schools, Classroom Research, Journal Writing, Kindergarten Children
Layman, Traci Arbogast; O'Neal, Thelma Lucille – 1996
Early childhood educators are concerned with the most effective method of integrating whole language and phonics to maximize emergent literacy skills. In kindergarten, it is especially important to provide the students with a variety of institutional approaches to accommodate different learning styles. A study examined the effectiveness of Super…
Descriptors: Classroom Techniques, Emergent Literacy, Kindergarten, Learning Strategies
Shanker, James L.; Ekwall, Eldon E. – 1998
The seventh edition of this book, like previous editions, is designed to give busy reading specialists, teachers, and students in reading education specific, concrete methods for locating and correcting reading difficulties. The book stresses the importance of direct instruction, motivational learning activities, and abundant practice in the act…
Descriptors: Classroom Techniques, Decoding (Reading), Elementary Education, Oral Reading
Denton, Carolyn A.; Hasbrouck, Jan E. – 2000
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's phonological awareness. The methods described of teaching…
Descriptors: Academic Accommodations (Disabilities), Disabilities, Early Intervention, Elementary Secondary Education
Angell, Christa – 2001
This action research project highlights the implementation of reading strategies that work for at-risk primary students. The targeted population consists of first grade students located in a suburban at-risk school. The dilemma of how to best teach children to read who are at risk for academic failure upon entering school has been documented…
Descriptors: Action Research, Grade 1, High Risk Students, Models
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Telfer, Richard J., Ed. – Yearbook of the American Reading Forum, 1998
The theme of the American Reading Forum's 1997 conference was "Finding Our Literacy Roots." Many papers in this proceedings address the theme directly, some emphasizing literacy roots and others the roots of literacy. Following the keynote session, "Phonics and Whole Word/Whole Language Controversies, 1948-1998: An Introductory…
Descriptors: Bibliotherapy, Childrens Literature, Elementary Secondary Education, English Teachers
Meyer, Richard J. – 1999
This paper presents a "thick description" of a phonics lesson delivered to a first grade classroom (n=18) by the teacher. Following the description, the paper presents analyses from the following different perspectives: (1) the definition of reading; (2) curriculum from a critical point of view; (3) reading and culture; (4) teachers and…
Descriptors: Classroom Research, Classroom Techniques, Culturally Relevant Education, Ethnography
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Foes, Kathy; Sloan, Megan – 1999
This report describes a program for improving student independent reading skills through direct phonics instruction. Students were exhibiting inadequate reading skills, which interfered with academic achievement. The targeted population consisted of second and third grade students from a northwestern Illinois city of about twelve thousand.…
Descriptors: Action Research, Independent Reading, Instructional Effectiveness, Low Achievement
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