This paper contends that there is a range of converging evidence that beginning readers use the implicit lexicalized form of phonological recoding, as claimed by the knowledge sources theory. To reinforce the contention, the paper first discusses the alphabetic principle and theories of beginning reading and then considers lexicalized phonological…

Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)

The authors suggest that children's knowledge that the words they use are made of discrete sounds may be as important as understanding grapheme-phoneme correspondences for the beginning reader. Evidence is cited to show that children who demonstrate this insight perform better in learning to read and that metalinguistic insight can be taught.…

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

This review of research focuses on three issues in reading development: (1) the relationship of phonemic awareness to the variance in reading development not accounted for by rapid naming; (2) the relationship of rapid naming to the variance not accounted for by phonemic awareness; and (3) whether phonemic awareness and rapid naming contribute…

A recent report entitled "Preventing Reading Difficulties in Young Children" (Snow, Burns, and Griffin, 1998) concludes that both phonics and whole language are important in teaching young children how to read. These two strategies--along with plenty of time for children to read, to be read to, and to write--are important components of…

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Discusses experiments that provide information about the reading processes involved in mapping phonemes onto alphabetic symbols; suggests several techniques for helping children both to differentiate among the short vowel sounds and to associate sound and symbol. Focuses on the needs of beginning readers who are experiencing reading difficulties.…

Demonstrates how cognitive style can be a useful construct in understanding why some children learn to read easily while others do so with great difficulty. Overviews relevant findings from cognitive style research in areas related to both acquisition of word recognition skill and the development of comprehension processes. (MG)

The acquisition of reading fluency crucially involves the beginning reader's tacit recognition that he or she must learn to compensate for the absence of graphic signals corresponding to certain prosodic cues by making better use of the morphological and syntactic cues that are preserved. The success of the method of repeated readings and similar…

A review was conducted of the research on error detection studies completed with children, adolescents, and young adults to determine at what age children begin to detect errors in texts. The studies were grouped according to the subjects' ages. The focus of the review was on the following aspects of each study: the hypothesis that guided the…

This paper examines the relationship between beginning reading and cognitive development and reviews some of the research conducted so far. It is noted that children learning to read may be in various stages of cognitive development, some at a preoperation stage, some at a concrete operation stage, and some at a transition stage. Instructional…

This Topical Bibliography and Commentary examines recent studies on phonological awareness, finding the evidence conclusive that teaching phonological awareness to young children greatly facilitates the reading process. Researchers have studied problems children experience in reading for many years. The focus of research during the 1990s has been…

Presents reasons for the current upsurge in interest in oral reading errors, including theoretical shifts in how the process of learning to read is to be viewed and evaluated. Stresses the difference between descriptive and linguistic error analysis and develops leads that have emerged from studies using linguistic error analysis. (Author/FL)