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Idol-Maestas, Lorna – Learning Disability Quarterly, 1981
As a result of highly specific phonic lessons, reading performance was increased by three years over a three month period. (Author)
Descriptors: Adults, Learning Disabilities, Oral Reading, Phonics

Taylor, D. S. – English Language Teaching Journal, 1981
Presents case that English is not as unsystematic as it appears nor is it a severe obstacle to learning for both native and nonnative speakers by describing the ideographic, syllabic, and alphabetic writing systems. Suggests teachers need a greater awareness of the nature of the English writing system and how to teach it. (BK)
Descriptors: English, Phonemic Alphabets, Phonics, Second Language Instruction

Groff, Patrick – Clearing House, 1980
Presents research and opinion on the pros and cons of teaching phonics in the middle school. (SJL)
Descriptors: Junior High Schools, Middle Schools, Phonics, Program Effectiveness

Groff, Patrick – Reading Teacher, 1979
A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)
Descriptors: Beginning Reading, Phonics, Primary Education, Reading Instruction

Groff, Patrick – Elementary School Journal, 1979
Discusses the pros and cons of phonics for spelling. (MP)
Descriptors: Aural Learning, Children, Elementary Education, Essays
Carbo, Marie – Phi Delta Kappan, 1988
Questions the quality and accuracy of the phonics research base. Widely taught and promoted in official publications, the system is being even more heavily promulgated by current educational reformers. Extensive discrepancies between Jeanne Chall's findings and actual data show design flaws in "The Great Debate" that contradict phonics'…
Descriptors: Educational Change, Elementary Education, Literacy, Phonics

Peterson, Susan – Clearing House, 1989
Suggests a spelling riddle activity that can stimulate students' awareness of the complexities of English while providing practice in dictionary skills, phonics, and vocabulary development. Presents several examples. (MS)
Descriptors: Elementary Education, Phonics, Spelling, Spelling Instruction

Gunning, Thomas G. – Reading Teacher, 1995
Describes "Word Building," a system for teaching phonics based on students' natural tendency to seek out pronounceable word parts. Describes how one spelling pattern might be taught in a typical lesson. (SR)
Descriptors: Elementary Education, Phonics, Reading Skills, Spelling

Groff, Patrick – Ohio Reading Teacher, 1994
States that in the 1970s, sight words existed in a "topsy-turvy world" in which the variety of definitions was confusing. Suggests that readers recognize sight words as single, holistic units without segmenting and attending to letters one at a time, and without sounding out and blending letters sequentially. Explains the connection…
Descriptors: Elementary Education, Phonics, Reading Instruction, Sight Method

Otto, Wayne – Journal of Reading, 1994
Discusses Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)
Descriptors: Elementary Secondary Education, Phonics, Reading Difficulties, Reading Processes

Heymsfeld, Carla R. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1992
Considers theory, research, and techniques associated with whole-language and skill-based approaches to reading (including issues related to teaching phonics and reading comprehension) to see how remedial children can best be served. Examines ways group activities and cooperative learning can support remedial children. (SR)
Descriptors: Cooperative Learning, Elementary Education, Phonics, Remedial Reading
Strauss, Steven L.; Altwerger, Bess – Journal of Early Childhood Literacy, 2007
US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…
Descriptors: Classroom Research, Phonics, Whole Language Approach, Reading Instruction
Gray, Colette; McCloy, Sarah; Dunbar, Carol; Dunn, Jill; Mitchell, Denise; Ferguson, James – Journal of Early Childhood Research, 2007
As the number of learning support assistants (also referred to as classroom assistants, teaching aides, auxiliary support and paraeducators) employed in the primary sector continues to increase, questions concerning the contribution they make to raising standards of attainment remain to be answered. This article reports evidence from a small-scale…
Descriptors: Phonics, Pretests Posttests, Reading Improvement, Reading Programs
Vadasy, Patricia F.; Sanders, Elizabeth A.; Tudor, Sarah – Journal of Learning Disabilities, 2007
A total of 46 children in Grades 2 and 3 with low word-level skills were randomly assigned to 1 of 2 groups that received supplemental phonics-based reading instruction. One group received intervention October through March (21.5 hours), and one group served as a control from October through March and later received intervention March through May…
Descriptors: Spelling, Reading Fluency, Decoding (Reading), Grade 3
Freed, Jeff – Understanding Our Gifted, 2006
In working with right-brained or visual spatial children for the past 20 years, the author has noticed that they all learn in a similar manner. He has also noticed that a high percentage of gifted children are visual spatial learners. The more visual spatial a child is, the higher the potential for school difficulties. Since most teachers are…
Descriptors: Gifted, Spatial Ability, Visual Stimuli, Teaching Methods