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Yukina, Kazuo – Journal of Pan-Pacific Association of Applied Linguistics, 1999
After a brief introduction to the development of New Phonics, an innovative course designed for Japanese English-as-a-foreign-language learners, this article describes the contents of the course for beginners, i.e., the techniques, exercises, and teaching materials for grade 7.(Author/VWL)
Descriptors: Classroom Techniques, Consonants, Course Content, Dictation

Coles, Gerald – Language Arts, 2000
Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Instructional Effectiveness

Baumann, James F.; Hoffman, James V.; Moon, Jennifer; Duffy-Hester, Ann M. – Reading Teacher, 1998
Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy…
Descriptors: Elementary Education, Elementary School Teachers, Phonics, Politics of Education

Juel, Connie; Minden-Cupp, Cecilia – Reading Research Quarterly, 2000
Analyzes word recognition instruction in four first-grade classrooms. Finds that: differential instruction may be helpful in first grade; children who enter first grade with low literacy benefit from early and heavy exposure to phonics; and a structured phonics curriculum that includes both onsets and rimes and sounding and blending phonemes…
Descriptors: Grade 1, Grouping (Instructional Purposes), Instructional Effectiveness, Phoneme Grapheme Correspondence
French, Colleen; Morgan, John; Vanayan, Marina; White, Nicholas – Education Canada, 2001
Toronto Catholic District School Board implemented an early literacy program designed to ensure that all students can read and write to their full potential by the end of Grade 3. Instruction and assessment are integrated in four daily 30-minute blocks: word study, writing, guided reading, and self-selected reading. Students improved on seven of…
Descriptors: Beginning Reading, Beginning Writing, Catholic Schools, Educational Change

Cartwright, Kelly B. – Journal of Educational Psychology, 2002
A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over contributions made by age, domain-general multiple classification…
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary School Students, Elementary Schools

Davis, O. L. – Journal of Curriculum and Supervision, 2000
Assertions of crises in public education commonly appear as descriptions of unease, suggestive of proposed remedies. In fact, many remedies actually existed first; their advocates sought particular circumstances they could transform into an alleged crisis. Examples include the "reading wars," bond elections for new buildings, and state standards…
Descriptors: Academic Standards, Bond Issues, Crisis Management, Educational Policy

Cantrell, Susan Chambers – Reading Research and Instruction, 1999
Investigates primary classrooms where teachers implemented recommended literacy practices such as: (1) frequently using children's literature; (2) integrating reading and writing; and (3) teaching skills in context. Finds students developed reading and writing skills at higher levels than students in classrooms where teachers used other practices.…
Descriptors: Childrens Literature, Elementary Education, Instructional Effectiveness, Phonics

Bruck, Maggie; Teiman, Rebecca; Caravolas, Marketa; Genesee, Fred; Cassar, Marie – Applied Psycholinguistics, 1998
The spelling skills of grade three children who had received whole-language instruction since they began to learn to read were compared with those of grade three children attending a phonics program. Overall, the phonics group produced more accurate word spellings than the whole-language group. In addition, the phonics children's spelling of…
Descriptors: Comparative Analysis, Grade 3, Graphemes, Invented Spelling

Joseph, Laurice M.; Orlins, Andrew – Reading Improvement, 2005
This paper presents two case studies that illustrate the multiple uses of word sorts, a word study phonics technique. Case study children were Sara, a second grader, who had difficulty with reading basic words and John, a third grader, who had difficulty with spelling basic words. Multiple baseline designs were employed to study the effects of…
Descriptors: Instructional Effectiveness, Word Recognition, Spelling, Case Studies
Rodriguez, Alberto Saez – Electronic Journal of Research in Educational Psychology, 2005
This research analyses possible advantages of using schematic drawings with dyslexic readers in a transparent orthography (i.e. Spanish language). To assess the usefulness of such drawings, the procedure consisted of comparing latency times (LT) for familiar words and pseudo words in a naming task. The experimental group was formed by dyslexic…
Descriptors: Experimental Groups, Dyslexia, Spanish, Visual Stimuli
Ylimaki, Rose M. – Journal of School Leadership, 2005
In the current accountability environment, many school districts have mandated test preparation courses, canned programs, and otherwise limited teacher risk-taking in all but very high-performing schools. This article further suggests that extant literature on risk-taking as part of educational change is no longer sufficient for understanding…
Descriptors: Literacy Education, School Districts, Educational Change, Accountability
Sue Burroughs-Lange; Julia Douetil – Institute of Education - London, 2006
This study evaluated the impact of Reading Recovery early literacy intervention on children and classes in London schools. The progress in the 2005-6 school year was compared for 234 of the lowest achieving children in 42 schools serving disadvantaged areas. The children, aged around 6, who received Reading Recovery during the year, were compared…
Descriptors: Foreign Countries, Literacy Education, Intervention, Low Achievement
Plewa, Susan – School Library Media Activities Monthly, 2006
In this article, the author presents anecdotal scenarios which reflect some important moments in the teaching and learning of reading. In the first scenario, a student recognized fluent reading and named it, illustrating the power of a common vocabulary. The second scenario addressed the importance of common visual supports in the school…
Descriptors: Childrens Literature, Reading Strategies, School Libraries, Media Specialists
Rightmyer, Elizabeth Campbell; McIntyre, Ellen; Petrosko, Joseph M. – Reading Research and Instruction, 2006
This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no…
Descriptors: Grade 1, Primary Education, Teaching Methods, Reading Comprehension