This booklet contains over 35 sample student activities designed by teachers to support the development of prerequisite skills for reading comprehension and to offer opportunities for mastery learning. Activities are suggested in the areas of letter/sound relationships, word recognition, experiential concept development, cognitive concept…

This guide was developed for parents of young children to help them develop their child's readiness to learn to read and to help them teach beginning reading skills to their child. Background information on the reading process and a quiz entitled, "are you preparing your child to read?" are presented. Activities are suggested for reading…

THIS COMPILATION OF REPORTS, DISCUSSIONS, AND REVIEWS OF SPECIFIC METHODS OF TEACHING READING IN THE ELEMENTARY GRADES INCLUDES A DESCRIPTION OF THE READING PROGRAM IN MINNEAPOLIS. THE METHODS INCLUDED IN THE REPORT ARE THE PHONIC-FIRST METHOD, THE USE OF BASAL READERS, THE LINGUISTIC APPROACH, THE INITIAL TEACHING ALPHABET, THE…

A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS,…

The instructional materials for inservice teacher education that are described here focus on five different approaches to teaching reading--phonetics, multisensory, linguistic, language experience, and sight. The program stresses that no one approach is best for all children. This descriptive report provides information on the purposes and content…

The reading achievement of 376 second graders and the performances in oral reading and creative writing of 150 randomly selected subjects taught by three different methods were studied. All three approaches (basal reader, modified linguistic, and linguistic) were effective for reading instruction at the second-grade level. The largest differences…

To make sense of unknown words encountered in their reading, children must relate what they read to their prior knowledge. It is important to use children's language in early reading instruction, through the use of language experience stories that provide children with a natural transition from oral to written language. Nursery rhymes may also be…

The primary purpose of this study was to provide empirical evidence for the assumption that if the essential subskills of word attack are mastered, then functional word attack ability will result. To obtain such evidence, the study was designed to test the functional word attack ability of 140 elementary school students who had been taught the…

Materials and procedures for teaching both children and adults to read by a phonic method are described and specimen programs are outlined. Two books, Formula Phonics and Formula Phonics Reading Book, and a series of 12 30-minute tapes comprise the described materials. From these the learners go directly to anthologies or any other materials which…

This comprehensive informal reading inventory was based on the Harper and Row Basic Reading Program. It includes four major sections: a reading attitude inventory, a phonics inventory, a word recognition checklist, and an oral and silent reading inventory. The reading attitude measure is a list of 25 questions to be read silently and answered with…

The research discussed here had two primary purposes: (1) to replicate a study done by George Weber in which eight factors were hypothesized to make successful schools successful: strong leadership, high expectations, good atmosphere, strong emphasis on reading, additional reading personnel, individualization, use of phonics, and careful…

Thirty-two Afro-American and 50 Mexican-American seventh graders were randomly selected from a school located in a central Texas low socioeconomic environment. The subjects were administered the New Developmental Reading Tests, The Silent Reading Diagnostic Tests, and The California Short-Form Test of Mental Maturity. When the two groups were…

A program is described that successfully teaches decoding to poor readers of average or above intelligence in grades 1 through 8. The teacher-directed, supplemental program guides students to become aware of language patterns and consistencies and to apply a decoding process of using known language patterns to figure out unknown words. (Author/JDD)

Reports the results of a study of 7- to 11-year-old boys (n=100) designed to explore the use of visual and auditory information in learning to spell. Results showed that only with 10- and 11-year-olds did visual information produce better results than auditory presentation alone. (JDH)

During the 2000-2001 school year, an 18-month evaluation of Ohio's Phonics Demonstration Program (PDP) was conducted by the same evaluation team that had conducted a similar evaluation in 1997. In addition to evaluating phonics instruction in PDP schools, the evaluation also addressed the preparation of teachers for reading/phonics instruction in…