This booklet discusses a procedure to assist students experiencing difficulty in learning the "Dolch Basic Sight Vocabulary of 220 Words" and rearranges a list of 220 words to make it easier for students to learn. The procedure discussed in the booklet is based on the "word family" approach, in which words like "all call,…

Evaluates the effectiveness of two different intertrial intervals for increasing the sight word vocabulary of four learning disabled students. Results indicate that, when measuring learning as a function of instructional time, immediate presentation resulted in a faster learning rate than did the five-second condition for three of the…

The use of Single Concept Cards and Single Concept Card Sentences is presented as a means of helping poor readers or nonreaders improve word recognition. An overview describes the cards, and strategies are offered for teaching the first word or sentence, teaching subsequent words or sentences, and providing reinforcement. (JDD)

The major theory examined in this paper is that the increasing problem of illiteracy in the United States may be due to a faulty method of teaching reading. The causes of the illiteracy problem and possible solutions are explored using evidence from reading research and classroom results. The following topics concerning the teaching of reading are…

A model is outlined for translating validated instructional principles into effective educational practices. Thirty-seven resource room teachers attended two three-hour workshops which were designed to train them to use an instructional program for teaching ten sight words to remedial readers. Teachers' reactions to the program were gathered as…

Suggested are sight word activities which will help students recognize both language and mathematical symbols in reading materials. Activities described include context clues, structural analysis, phonic cues, and dictionary skills. (DS)

The beginning reading method explained in this book combines a phonics approach with a sight word/basal reader approach, a method which the author used during her many years in the classroom. The author has found that children can become independent readers in two to four months and may read from 10 to 200 books independently in the first year.…

Three moderately mentally retarded students, aged 8-11, were taught to read words commonly found on community signs. Error percentages were similar for both progressive time-delay procedures and constant time-delay procedures, but the constant time-delay procedure was slightly more efficient in direct instructional time and number of sessions to…

In this study, three programs of elementary school spelling instruction were compared to determine which of the programs produced student achievement and favorable attitudes and whether the effects of the several programs differed for pupils in different I.Q. ranges. About 495 fifth grade children were randomly assigned to three treatment groups…

Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the bureau to give structure and…

The instructional materials for inservice teacher education that are described here focus on five different approaches to teaching reading--phonetics, multisensory, linguistic, language experience, and sight. The program stresses that no one approach is best for all children. This descriptive report provides information on the purposes and content…

Four moderately mentally retarded students, aged 8-13, were taught to read food words found in grocery stores, using constant time delay or system of least prompts procedures. Both strategies produced criterion-level performance in training and other settings, but the constant time delay procedure was more efficient. (Author/JDD)

An investigation into the phonics and sight methods of reading instruction being taught in Uruguay schools seeks valid predictions in support of each approach. The study, written in Spanish, examines the progressive reading habits and abilities of 12 first-grade classes. Teachers assigned to teach each method uniformly had equivalent training and…

A study examined how word recognition automaticity develops and its relationship to the acquisition of comprehension skill. Two different methods for teaching reading were used: (1) a global method using the Houghton Mifflin basal reading program, and (2) a code method using the New Reading System, which emphasizes word decoding skills along with…

Intended to help dispel several unsupported "myths" about reading instruction, this book analyzes a selected group of teaching practices that have been supported by reading experts but not by research findings. The "myths" discussed in the first 12 chapters of the book are as follows: (1) phonics hinders comprehension; (2) unpredictable spelling…