This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit…

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Argues that the best approach to teaching beginning and remedial reading is one that incorporates a variety of methods and techniques. (RB)

Examines some of the significant research in the area of learning modalities, analyzes the findings of this research, and discusses the implications of reading research as it relates to reading instruction. (RB)

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Reviews the literature concerning beginning reading instruction. Concludes that educators have differing opinions concerning the optimum time to begin reading instruction. (FL)

Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)

Briefly discusses research on consonant substitution and presents a five-step teaching strategy to help beginning readers use the words they know to figure out the words they don't know. (JM)

Deplores beginning reading instruction stressing drill in isolated skills that interrupts the natural reading process. Suggests the use of imitative reading, such as having preschool children "memorize" a book they have heard aloud several times, as a successful teaching strategy. (HTH)

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

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)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

Describes a procedure for providing children with multiple opportunities to recognize high frequency words in dependable musical contexts. Contends that music is a potential tool for helping build successful readers. (RS)