Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)

Critiques an experiment by M. Arlin, M. Scott, and J. Webster (see EJ 206 153) in which their pictures as an aid to learning hypothesis contrasts with the focal attention hypothesis supported by research by H. Singer, S. J. Samuels, and J. Spiroff (see EJ 105 648). (MKM)

Focusing on research about children's acquisition of reading and spelling skills, this paper discusses the larger picture of reading acquisition, issues addressed by research, and results of this research. The paper cites numerous studies on the subject, including studies on whether environmental print experiences enable young children to process…

The difficulties children face as they are learning to read is the focus of this book, which is a collection of children's work (drawings and handwriting), with statements exploring their implications. The introduction discusses the relationship between early writing and early reading, individual differences, the question of age norms, questions…