This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students'…

For more than 100 years, research on the psychology of reading has proliferated. In this article, the authors wish to help modern reading researchers understand the origins of the discipline and benefit from its history. This article draws heavily on Edmund Burke Huey's 1908 landmark volume "The Psychology and Pedagogy of Reading,"…

Examines the differential effects of sound boxes and sound sort phonological awareness instructional techniques on preschoolers' phonological awareness performance. Finds that children in the sound box group significantly outperformed children in the sound sort group on isolating medial sounds and segmenting phonemes. Reveals that preschool…

Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking,…

Concludes that classroom teachers can articulate theories of reading outside the school, but that their actual instructional practice is governed by a complex set of contextual factors. (FL)

Chronological review of various studies from the past 50 years on the effectiveness of methods for teaching reading, conducted to devise criteria and implement methods for greater reading achievement. (HTH)

Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)

Examines the effectiveness of bibliotherapy in reducing the fears of second-grade children. Concludes that, at least in some cases, bibliotherapy instilled rather than eliminated fears. Suggests that teachers use the technique with caution, especially with lower elementary grade children. (FL)

Investigates, both quantitatively and qualitatively, the relative efficacy of textual and instructional manipulations on concept acquisition. Finds no significant differences among four treatment groups on concept comprehension and learning. Examines text-processing strategies qualitatively. Presents an instructional model of the construct of…

Discusses components of children's motivation to read and learn. Presents several factors that influence student goal orientation and foster interest. Suggests that teachers emphasize learning goals instead of performance goals, ensure that children have the competence to carry out chosen literacy activities, and provide support for social…

Examines word recognition through a research review indicating that words are only one of many units that are processed during reading. Discusses features that occur within words but retain significance only across text and explores some of the cuing systems of printed language used by beginning and skilled readers at both the word level and…

Argues that students' problems in reading content area materials can best be solved by helping them make effective use of their skills through skill-centered instruction. Describes the purpose and rationale for an approach involving the "glossing" of expository text--the addition of intratext notations to direct students' attention while they…

Describes a college teaching experience in which active visual analysis (hands-on deconstruction of visual statements to their constituent elements and principles) had an unblocking effect on concomitant writing assignments. Suggests that students can improve both verbal and visual articulateness when modes of perceiving and thinking are used…

Concludes that finger spelling and signing are alternative strategies that teachers might find useful with children who are experiencing some difficulty in spelling. (FL)

Reports on a study that indicated the effectiveness of Scottish methods of teaching beginning reading to boys from working class homes. Describes the teaching methods used and concludes that Scottish success may be partially accounted for by early phonics teaching and by daily involvement of parents in children's reading. (GT)