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Burmeister, Lou E. – 1970
In an attempt to describe the place of phonics in a word-attack program, five areas of word attack are discussed: sight recognition, the use of context clues, morphology (structural analysis), phonics, and dictionary use. Facility in the use of all of these, singly and in combination, is stated as being necessary for a person to be an independent…
Descriptors: Auditory Discrimination, Beginning Reading, Consonants, Context Clues
Sardy, Susan Jane – 1969
This study investigated relationships between residential segregation in a large urban area and selected auditory discrimination and phonics skills among 240 lower and middle class Negro, Puerto Rican, and White fourth graders. Two tests were developed and taped specifically for use with earphones in this study: a 41-item Auditory Discrimination…
Descriptors: Auditory Discrimination, Black Students, Grade 4, Listening Skills
Crenshaw Community Youth Study Association, Los Angeles, CA. – 1968
Eighty high school students from economically deprived homes in Los Angeles were trained to tutor third through sixth graders in reading. Selection of tutors was based on low reading achievement scores and teacher recommendation. Twenty middle-income youths also participated, as well as other volunteers. Tutors were trained in four 3-hour sessions…
Descriptors: Disadvantaged Youth, Economically Disadvantaged, Elementary School Students, High School Students
Berdiansky, Betty; And Others – 1969
A well-organized set of phonics rules will enable the reader to identify many words which are in his vocabulary, but which he has not encountered before in print. The rules must be sequenced in a manner that capitalizes on their applicability to the vocabulary of the typical reader. This can be achieved only when the rule set is defined on a…
Descriptors: Basic Vocabulary, Beginning Reading, Computational Linguistics, Form Classes (Languages)
Bernazza, Ann Marie; And Others – 1969
Two classes of randomly assigned first graders were given an experimental form of a reading-typewriting program with one typewriter for each child. The program consisted of 25 workbook lessons, each relating to a single phoneme. The computer was used as a program design tool to determine an optimal teaching order of phonemic elements. The children…
Descriptors: Beginning Reading, Computer Assisted Instruction, Grade 1, Handwriting Skills
Christel, John P. – 1971
Phonics instruction was taught two ways to 63 predominantly black tenth graders in a Trenton, New Jersey high school to see if the approach used affected the gains made in phonics skills. One approach taught vowel and consonant sounds, while the other taught only consonant sounds. Thirty sessions of instruction over a period of 8 weeks were…
Descriptors: Consonants, Disadvantaged Youth, Nonstandard Dialects, Phonics
Wares, Margaret Bonds – 1971
A remedial program was developed at Nashville State Technical Institute to provide individualized instruction in mathematics, English, and reading. Students scoring less than a composite 50 percent on the five sections of a developed diagnostic reading test were assigned to the remedial reading program. The IBM Model 30 Computer was used to assign…
Descriptors: Computer Assisted Instruction, Conference Reports, Diagnostic Tests, Individualized Instruction
Pope, Francis H.; Medina, Edward – 1972
This manual presents an English phonetic reading program based upon pictures which provide clues to each fundamental speech in the language. Pupils are thus able, through auditory and visual discrimination exercises, to match an English speech sound with its proper alphabet symbol. For related documents, see FL 003 749, FL 003 750, and FL 003…
Descriptors: Beginning Reading, Bilingual Education, Elementary School Students, English (Second Language)
Marsh, George; Desberg, Peter – 1973
This paper reviews some recent research on the component skills necessary to learn to read by phonic techniques. The review is divided into four sections, each relating research on one of the skills necessary for novel word decoding. The four skill areas are: (1) learning invariant grapheme-phoneme correspondences; (2) relating the isolated letter…
Descriptors: Beginning Reading, Decoding (Reading), Orthographic Symbols, Paired Associate Learning
Hoover, Mary Rhodes; And Others – 1973
Four different treatments were used over a period of five months in this experiment concerning the teaching of reading skills to 35 black kindergarten children. The treatments were: (1) spelling patterns/phonic approach using black standard English, (2) a sight approach using black standard English, (3) a sight approach utilizing black nonstandard…
Descriptors: Black Dialects, Black Youth, Kindergarten Children, Nonstandard Dialects
Cox, Diane; Peck, Cynthia V.N. – 1977
Games and self-checking devices created by teachers to meet the immediate needs of their students can become part of the continuing program of informal diagnosis, small-group remediation, and individual instruction. The reading games outlined in this document have been divided into three basic formats--card games, board games, and self-checking…
Descriptors: Class Activities, Educational Games, Elementary Education, Phonics
Peer reviewed Peer reviewed
McKeon, Christine A.; McKeon, John W. – Reading Teacher, 1978
Students who received phonics and word recognition instruction directly from a teacher developed a more positive attitude toward reading than did students who received instruction through tape-recorded lessons. (MKM)
Descriptors: Attitude Measures, Automation, Phonics, Primary Education
Peer reviewed Peer reviewed
Richardson, Ellis; DiBenedetto, Barbara – Reading Improvement, 1977
Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)
Descriptors: Beginning Reading, Decoding (Reading), Early Childhood Education, Literature Reviews
Peer reviewed Peer reviewed
Richards, Janet C.; And Others – Reading Psychology, 1987
Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)
Descriptors: Grade 1, Grade 3, Phonics, Primary Education
Minskoff, Esther H. – Techniques, 1986
The "Phonic Remedial Reading Lessons" is a systematic, comprehensive phonics program designed for reading-disabled children. The 77 lessons teach about single letters and single sounds, two-letter sounds, consonant blends, graphemes, exceptions to configurations, and word building. The program's underlying strategies and other…
Descriptors: Elementary Education, Individualized Instruction, Instructional Materials, Learning Disabilities
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