When 23 commonly taught phonics rules were analyzed in terms of consistency and complexity, it was determined that only nine appeared to be useful. (Includes a table showing the consistency of the generalizations.) (HOD)

Shows that an errorless discrimination training (EDT) group made significantly fewer errors during instruction in learning the letters of the alphabet than did a reinforcement-extinction group. (RB)

Presents and discusses an empirical method to determine contingencies among reading objectives. (RB)

Proposes a method for presenting language materials visually as a way of facilitating the teaching of reading and presents preliminary data suggesting that the method is a plausible one. (Author/RB)

Offers the Trait Treatment Interaction model as a means through which instructional decision makers can collect and evaluate data on the effectiveness of alternative forms of reading instructions for individuals of differing aptitudes. (RB)

Reports on a study designed to validate goals for public education and to assess educational needs on a state-wide basis in Maryland. (RB)

Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)

Describes a study in which investigators attempted to provide an example for approaching vocabulary development from a theoretical basis and tried to provide empirical support for some techniques presently used in teaching word meanings. (Author/HOD)

Examines the importance of consistency of letter-sound patterns in beginning reading instruction. (HOD)

The transfer phenomena observed in adults do not universally generalize to the pre-reader and training in phonic blending is necessary in order for phonic-letter training to yield positive transfer to a word-reading task. (RB)

Describes and evaluates four measures designed to study students' awareness and use of reading skills as strategies. Finds that consistent results were obtained with all measures and that a correlational study indicates strong relationships among the measures. (RS)

Investigates the effectiveness of explicit instruction in think aloud as a means to promote elementary students' comprehension monitoring abilities. Concludes that both think-aloud (TA) and a directed reading-thinking activity (DRTA) strategies are effective but that additional research is needed to determine their relative effectiveness. (SR)

The purpose of this study was to determine the effectiveness of matching modality aptitudes to classroom-based reading instruction. (RB)