The possible cognitive consequences of learning to read are explored. The conditions of learning, it is argued, combine with the degree of technical mastery to affect thinking powers and conceptions of language, learning, and authority. (Author/MT)

The need for formal, systematic instruction in spelling or word structure is discussed. The development of spelling knowledge in children is reviewed, and it is suggested that a formal program for spelling instruction be incorporated throughout the elementary grades. (Author/LB)

As studies indicate that dialect usage is not a barrier to reading, teachers can create an effective reading program for black students not by giving instruction in standard English, but by changing their own attitude toward black dialect. Showing that dialect users reencode standard English into their own language patterns when reading orally, Y.…