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…

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…

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…

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…

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…

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…

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…

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…

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)

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)

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)

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…

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…

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)

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)