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Hughes, John M. – 1970
This book is a collection of materials, activities, and suggestions for the teaching of beginning and developmental reading. Chapter 1, "The Problem," discusses the importance of early identification of children with possible reading problems, the reading program, and remedial teaching. Chapter 2, "A Selection of Reading Games and Activities,"…
Descriptors: Beginning Reading, Developmental Reading, Elementary Education, Initial Teaching Alphabet
Mustico, Thomas W. – 1970
Relationships existing between elements of intelligence, age, and environment and meaningfulness of materials were examined along with the hypothesis that an increase in meaningfulness of materials would cause the mean difference in learning scores for different intelligence levels to first increase, then decrease. In a paired-associate task,…
Descriptors: Associative Learning, Beginning Reading, College Students, Elementary School Students
Dauzat, Jo Ann – 1970
The purpose of this research was to determine if disadvantaged children in general prefer one particular method of learning word recognition tasks and if the learning methods preferences of disadvantaged children differ significantly from the learning styles of nondisadvantaged children. From 529 second graders, 20 disadvantaged children and 20…
Descriptors: Disadvantaged Youth, Doctoral Dissertations, Grade 2, Kinesthetic Methods
Miller, Wilma H. – 1972
This book of reading is a compilation of periodical articles, most of which have been published in the last five years. Part 1 contains three articles which relate to the process of reading. Part 2 discusses reading readiness development at home and at school. Two articles discuss aspects of the home environment which best help prepare children to…
Descriptors: Cloze Procedure, Content Area Reading, Developmental Reading, Individualized Reading
BURMEISTER, LOU E. – 1966
THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN…
Descriptors: Associative Learning, Cognitive Processes, Grade 8, Grade 9
HAYES, ROBERT B.; WUEST, RICHARD C. – 1966
FOUR DIFFERENT READING PROGRAMS WERE EVALUATED USING 302 SECOND-GRADE PUPILS WHO HAD PARTICIPATED IN THE SAME PROGRAMS IN GRADE 1. IN ADDITION TO THE STUDY CONDUCTED IN THE SECOND GRADE, A PILOT STUDY WAS CONTINUED INTO GRADE 3, AND A MODIFIED VERSION OF THE GRADE 1 STUDY WAS MADE AGAIN IN GRADE 1. THE FOUR READING PROGRAMS INVOLVED WERE (1) A…
Descriptors: Academic Ability, Basic Reading, Comparative Analysis, Filmstrips

Feldman, Doris – TESOL Quarterly, 1978
A special reading system was developed for elementary school children learning to read for the first time in their second language, English. This paper describes the reading system and traces its success over a four-year period as measured through standardized testing instruments. (Author)
Descriptors: Beginning Reading, Elementary Education, English (Second Language), Language Instruction

Perkins, Victoria L. – Journal of Learning Disabilities, 1988
Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…
Descriptors: Decoding (Reading), Educational Therapy, Elementary Education, Error Analysis (Language)
Burke, Erin – 1997
Reading aloud to children is the most important step towards making a child a reader. It exposes them to print and excites their curiosity through intriguing story lines. Parents play an enormous role in this aspect of reading development, because it begins long before a child is in school. In the beginning of school, teachers spend time assessing…
Descriptors: Beginning Reading, Classroom Techniques, Decoding (Reading), Invented Spelling
Allington, Richard L.; Guice, Sherry – Our Children, 1998
In classrooms where all children become readers, teachers offer phonics, structured reading lessons, literature reading, story reading, and writing. Learning to read is influenced by frequent reading, knowledgeable teachers, writing, and discussing books. Parents can promote reading by providing language-rich environments, reading aloud, playing…
Descriptors: Beginning Reading, Elementary Education, Elementary School Students, Parent Child Relationship

Greenwood, Scott C.; Bilbow, Melissa – Childhood Education, 2002
Explores and enumerates best practice in the upper elementary and middle grades regarding word identification, including phonics and other subskills. Identifies 16 word identification strategies to attain eventual comprehension, including focusing on consonants, word sorting, chunking, and word building. Identifies less effective strategies such…
Descriptors: Class Activities, Classroom Techniques, Decoding (Reading), Elementary Education

Chapman, Marilyn L. – Young Children, 1996
Discusses the developmental aspects of the relationship between speech and print and examines the debate as to whether first-grade students acquire phonemic awareness by reading and writing the language or whether that awareness is best arrived at by direct teaching of phonics. Presents case study of one first grader's literacy development. (ET)
Descriptors: Beginning Writing, Case Studies, Elementary School Curriculum, Emergent Literacy

Klesius, Janell P.; And Others – Reading Research and Instruction, 1991
Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…
Descriptors: Comparative Analysis, Elementary Education, Grade 1, Instructional Effectiveness

Fox, Barbara; Wright, Marypat – Rural Educator, 2000
In response to a legislative mandate to teach phonics, a rural North Carolina school district devised a plan where at-risk children received small-group instruction in phonics, reading, writing, and spelling in addition to regular reading instruction. A local university trained teacher assistants to implement the plan. Reading, writing, and…
Descriptors: Beginning Reading, College School Cooperation, Early Intervention, High Risk Students

DeBaryshe, Barbara D.; Binder, Janeen C.; Buell, Martha Jane – Early Child Development and Care, 2000
Examined relationship between family literacy practices and mothers' beliefs about early reading instruction, and children's emergent literacy skills. Identified mothers with 'whole language' theories and mothers with phonics orientations. Found that mothers' implicit theories were associated with their modeling of literacy behaviors, helping…
Descriptors: Beliefs, Emergent Literacy, Family Influence, Handwriting