Uses a dialogue format to examine the nature of the reading process, including the aspects of decoding, encoding, interpretation, and application. Includes British references. (VJ)

The acquisition of labels for concrete objects is considered. Issues concerning the initial acquisition of a word to refer to an object or object concept, the actual words initally acquired, the relationship between the initial categories underlying children's early object names and corresponding adult categories, and implications of the research…

Three elementary students with mental retardation were taught math facts during small group instruction in a regular classroom, using unrelated instructional feedback (sight word vocabulary cards). Results found that all students learned their targeted stimuli, some of their unrelated stimuli, and some of their peers' target stimuli through…

Compares the effectiveness of two approaches for teaching basic sight words to educable mentally handicapped students: (1) using the Language Experience Approach (LEA) alone; and (2) using LEA with nursery rhymes. Finds the subjects learned words more easily and rapidly when using nursery rhymes. (RS)

The study compared the effectiveness and efficiency of constant time delay and the system of least prompts in teaching sight words to three developmentally delayed preschoolers. Results indicated that the constant time delay procedure resulted in fewer total trials, errors, percent of errors, and minutes of direct instructional time. (Author/DB)

Fourteen students (ages 7-9) with reading difficulties were taught to create word-picture links for those words they find particularly difficult to recognize quickly. Students consistently learned more words when using the word association method. (DB)

This study, involving a total of 36 preschool children, found that children recalled more sight words on object labels after introduction to the labels and daily repetition, compared to 2 other techniques. Children attending five days per week recalled more words than three-day and two-day students. (Author/JDD)

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Parents are the child's first and most important teacher. This booklet begins with a story about the parent of a first grade reader. The parent in the story models methods which a real life parent could employ to help a child learn to read such as finding words that begin with the first letter of a child's name, or taking turns with the child…

CD-ROM storybooks can support the development of the five essential elements of reading instruction identified by The National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Specific features inherent in these texts, audio pronunciation of text, embedded vocabulary definitions and animated graphics can be used…

(Purpose) The purpose of this study was to examine the short-term effects of a two-way bilingual education program on the literacy development of students from kindergarten to 12th grade. (Methodology) The community and groups of children were compared in terms of their academic achievement in English language arts. The Urban Landscapes included…

This study assessed the effectiveness of tutoring intervention for sight word acquisition and determined whether any progress was matched by improved reading fluency, reading rate, and sight word identification. Nine middle school students from Hillside, New Jersey were selected based upon teacher referral for poor reading skills. "Edward…