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EdSource, Inc., Palo Alto, CA. – 1997
Responding to a call to action by California's state leaders to make reading instruction in the early grades a top priority in the public schools, this booklet discusses California's new K-3 reading program. It begins with a discussion of what prompted this new focus on reading, and then discusses the four major elements of a balanced reading…
Descriptors: Early Intervention, Phonemic Awareness, Phonics, Primary Education
Gustafson, Stefan – 2000
This thesis examined variations in the word decoding skills of children with reading disabilities. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analyzed in the five studies. The thesis critically examines the…
Descriptors: Children, Decoding (Reading), Dyslexia, Foreign Countries

Gallistel, Elizabeth – Journal of Learning Disabilities, 1973
Descriptors: Academic Achievement, Criterion Referenced Tests, Diagnostic Tests, Exceptional Child Research

Ball, Eileen Wynne – Topics in Language Disorders, 1997
Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…
Descriptors: Beginning Reading, Decoding (Reading), Followup Studies, Intervention

Ketner, Carla S.; And Others – Journal of Educational Research, 1997
Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole…
Descriptors: Beginning Reading, Child Development, Developmental Stages, Developmentally Appropriate Practices

Dobie, Ann B. – Journal of Basic Writing, 1986
Surveys research on teaching spelling and describes methods to help poor spellers. Proposes a short course using 20 minutes of class time three times a week to help students develop skills in the following areas: sensory development, mnemonic devices, word groups, phonics, and rules. (RS)
Descriptors: Class Activities, Higher Education, Individualized Instruction, Language Skills

Laurita, Raymond E. – Reading Improvement, 1988
Argues there is ample evidence of the prime significance and hierarchical character of the print medium, and of an absolute need for individual letter recognition from the outset of instruction. Discusses the role of the alphabet and its relationship to its precursor speech sounds for the developing learner. (RS)
Descriptors: Beginning Reading, Child Language, Decoding (Reading), Early Childhood Education
Hoffman, Paul R.; Norris, Janet A. – Journal of Childhood Communication Disorders, 1994
This study compared reading gains of low-socioeconomic status, at-risk kindergarten students within two curricula collaboratively written by classroom teachers and speech-language pathologists. Compared to the alphabet-based curriculum, the whole-language curriculum showed greater gains in the use of print to represent meaning and similar gains in…
Descriptors: Curriculum Development, Educational Cooperation, High Risk Students, Instructional Effectiveness

Curtis, Mary E.; Chmelka, Mary B. – Learning Disabilities Research and Practice, 1994
The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…
Descriptors: Instructional Effectiveness, Instructional Materials, Learning Disabilities, Phoneme Grapheme Correspondence

Lamb, Susannah J.; Gregory, Andrew H. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1993
Reports on a study of the relationship of both phonemic and musical sound discrimination to reading ability among 18 British first graders. Finds that discrimination of musical sounds is related to music performance but that the influential factor is a specific awareness of pitch changes. (CFR)
Descriptors: Code Switching (Language), Foreign Countries, Grade 1, Letters (Alphabet)

Bishop, Meredith – Policy Review, 1991
Discusses efforts to achieve higher rates of adult literacy and pedagogical approaches to learning to read. Describes definitions of literacy, school standards, and possible reasons for high rates of adult illiteracy. Discusses teaching methods, particularly the Nellie Thomas method, which has had success in prison literacy programs. (JB)
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Correctional Education

Johns, Jerry L. – Journal of Reading, Writing, and Learning Disabilities International, 1991
Five generalizations for reading instruction with disabled and normal readers are presented: (1) caring, positive relationship between teacher and student; (2) the role of rereading and daily reading; (3) appropriate materials; (4) interest as a springboard to learning; and (5) the unification of instruction. (DB)
Descriptors: Educational Methods, Elementary Education, Instructional Design, Interpersonal Relationship

Zalud, Garreth G.; Richardson, Maureen V. – Rural Educator, 1994
Elementary and middle school teachers surveyed in rural South Dakota indicated that a combination of phonics, skills, and holistic instruction occurred most often in their reading programs. This suggests that most school districts take an eclectic approach to reading instruction and use the best components from various approaches. (LP)
Descriptors: Educational Practices, Elementary Secondary Education, Phonics, Reading Instruction

Krashen, Stephen – Reading Improvement, 1998
Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…
Descriptors: Beginning Reading, Early Childhood Education, Emergent Literacy, Phoneme Grapheme Correspondence
Zemelman, Steve; Daniels, Harvey; Bizar, Marilyn – Phi Delta Kappan, 1999
Despite six decades of leading researchers' research findings upholding progressive, whole-language reading approaches, consensus is lacking. Pundits tend to discredit educational research. News media promulgate tougher standards while overlooking progressive classroom successes. Parents may fear children's exploration of a wide variety of books…
Descriptors: Conservatism, Elementary Education, Holistic Approach, Literacy Education