"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…

This program, included in "Effective Reading Programs...," serves 320 students in grades 2-6. The majority of the students are white and come from low- and middle-income homes in the sururbs of a small city. Staggered scheduling allows two ungraded reading chains of 12 groups each to meet 45 minutes daily. Grouping is determined not by…

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

The paper describes an instructional program that teaches basic decoding skills to learning disabled children, presents the rationale for its development, and offers results of field trials designed to evaluate its effectiveness. The program "ABD's (analysis, blending, decoding) of Reading," initially focuses on auditory tasks and the…

The purpose of this practicum was to develop a supplemental reading program to meet the reading needs of upper-grade pupils in the elementary school. This program utilizes commercial television programs as the medium for: viewing of the taped program; reading of the program script; instruction in word knowledge, decoding, and comprehension skills…

An instructional system designed to implement the objectives of the Southwest Regional Laboratory (SWRL) Reading Program is currently under development. This document defines the program objectives, content, content sequence, and pedagogical strategies for each outcome area. A description of the program's instructional activities, their sequence,…

Thirty-two students from each of grades three and four were administered the Gates-MacGinitie Reading Tests, two word lists, and a number of tests selected from the Wisconsin Design for Reading Skill Development. Individual Performance Profiles were used to determine which Design tests to administer, the number of attempts required to attain skill…

The eight popular commercial reading programs examined in this study were selected on the basis of their use with compensatory education students and the fact that they represent different instructional approaches. The study examined how readers are taught to break the letter/sound code, what correspondences are taught, and how correspondences are…

A new kind of reading-language processing system, which has been in use at the Patterson Road School (Orcutt, California) since December 1972, is described in this document. The program consists of two ungraded reading chains of twelve groups each (determined by reading comprehension) which meet for 45 minutes daily, read material above the…

Suggestions for various activities, games, and materials for teaching phonics are presented in this handbook for teachers and teachers in training. The chapters and materials covered include: (1) "Why Phonics," which presents the rationale for teaching phonics; (2) "A Suggested Order for Teaching Phonics," which discusses the order of difficulty…

This book addresses the problems of reading and the teaching of reading in the United States, where 43% of children test below grade level in reading and 42 million adults are functionally illiterate. The book contends that both the whole language approach and phonics are not viable methods of teaching reading and explains why. It argues that the…

A study examined th phonics instruction that five basal reader series provide from kindergarten through grade six. The five basal programs (designated as Series A through E) that were examined are both similar and dissimilar in the recommendations they make for phonics. One series covers as many as 129 letter-sound correspondences; another covers…

A common pitfall is the assumption that the teaching of reading in the content areas is an esoteric mystery to be solved only by the reading specialist. The teacher of a content area should guide his students in the application of basic skills and study methods to the materials used. A second pitfall is the assumption, often made by the unskilled…