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Askov, Eunice N. – 1987
The Penn State Adult Literacy Courseware project uses a "whole word" approach with some word-building activities in teaching 1,000 high frequency and functional words to adult beginning readers whose children participate in Chapter I programs. The aim of the project is to counteract the intergenerational effects of illiteracy. The…
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Courseware
Kirkland, Eleanor R. – 1980
A rationale and procedures for teaching limited and non-English speaking children to read and write English by using the language experience approach are presented in this paper. The paper suggests that the language experience approach combined with a strong program in oral English development will provide such children with the opportunity to…
Descriptors: Beginning Reading, Elementary Education, English (Second Language), Language Experience Approach
Bogle, Meta Eloise – 1978
The responses of 84 children (42 in kindergarten and 42 in first grade) while trying to identify sight words that were similar in sound (bowl/pole), similar in sound and shape (boat/boot), or dissimilar (cup/moon) yielded information about phonetic composition as a source of information by which beginning readers identify sight words. The…
Descriptors: Auditory Discrimination, Beginning Reading, Decoding (Reading), Listening Skills
Aaron, Robert L. – 1975
Group and individual informal reading inventories have brought about considerable improvement over standardized reading tests in the placement of students at their proper reading levels. Parents and school administrators want more individualization, however, so a comparatively effective, but quicker, test is needed. A combination of "cloze"…
Descriptors: Cloze Procedure, Elementary Education, Evaluation Methods, Informal Reading Inventories
Feldman, Shirley C.; And Others – 1971
The reading progress of 96 disadvantaged children from kindergarten through grade 3 was analyzed to determine rate and consistency of reading growth as estimated from several reading measures. Although steady growth was observed on all measures, rate and consistency varied with the type of reading measure used, as well as with the specific test…
Descriptors: Beginning Reading, Homogeneous Grouping, Informal Reading Inventories, Kindergarten Children

Freebody, Peter; Byrne, Brian – Reading Research Quarterly, 1988
Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)
Descriptors: Decoding (Reading), Elementary Education, Grade 2, Grade 3

Sindelar, Paul T.; And Others – Education and Treatment of Children, 1986
During sight word acquisition lessons, 11 mildly handicapped children, aged 6 to 11, were compared on questioning techniques--individual ordered questioning, or questioning requiring unison responding. Children learned the words taught with unison responding at a faster rate than the other words, though the difference was not great. (Author/JDD)
Descriptors: Academic Achievement, Beginning Reading, Classroom Techniques, Elementary Education
McGee, Alice E.; Weinstein, Rachel S. – 1996
This practical guide to teaching reading offers activities to teach reading readiness and mathematics. It also discusses the reasons for reading to children, teaching phonics, and using the basal reader. The section on reading readiness focuses on the importance of such skills, and specific reading readiness skills such as visual discrimination,…
Descriptors: Class Activities, Educational Games, Foreign Countries, Learning Activities

Bridge, Connie A.; And Others – Reading Teacher, 1983
Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)
Descriptors: Academic Aptitude, Basal Reading, Beginning Reading, Context Clues

Reading Teacher, 1983
Six contributors suggest ways to (1) improve handwriting, (2) help children choose reading materials, (3) develop sight vocabulary, (4) use phonics with ESL learners, (5) use Uninterrupted Sustained Silent Reading, and (6) teach reading comprehension. (FL)
Descriptors: Elementary Education, English (Second Language), Learning Activities, Phonics

Tzeng, Ovid J. L.; Singer, Harry – Reading Research Quarterly, 1978
Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)
Descriptors: Alphabets, Beginning Reading, Comparative Education, Elementary Education

Steinberg, Danny D.; Yamada, Jun – Reading Research Quarterly, 1978
Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)
Descriptors: Alphabets, Beginning Reading, Comparative Education, Elementary Education

Scott, Judith Anne; Ehri, Linnea C. – Journal of Reading Behavior, 1990
Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…
Descriptors: Beginning Reading, Cues, Decoding (Reading), Early Childhood Education
Drake, Suzanne V. – Academic Therapy, 1990
Reading readiness is defined, and the assessment of emergent literacy is discussed. An informal Reading Readiness Inventory is proposed to provide a profile of students' specific strengths and weaknesses at the beginning levels. The assessment comprises such subtests as oral cloze, sound/symbol relationships, and instant recognition of high…
Descriptors: Beginning Reading, Cloze Procedure, Emergent Literacy, Evaluation Methods

Lalli, Joseph S.; Browder, Diane M. – Research in Developmental Disabilities, 1993
The effectiveness and efficiency of stimulus fading, stimulus shaping, time delay, and a feedback only procedure were compared in teaching three adults with moderate developmental delays sight words. Results showed no clear advantage for any one procedure. The benefit of conducting a preliminary evaluation of instructional procedures during…
Descriptors: Adults, Comparative Analysis, Daily Living Skills, Efficiency