In a test-driven educational environment, teachers see a great need for more engaging resources that produce the literacy results needed for students to thrive academically. In 2015, The National Assessment of Educational Progress reported that only 36% of fourth graders scored at or above the Proficient level of reading. This statistic was…

Experiments investigated the learning effects of two strategies (whole-word and segmented feedback) in beginning readers. Results from both experiments indicate whole-word sound feedback is more helpful than segmented feedback. (SM)

Examines teaching rime analogy or letter recoding reading strategies to prereaders. Results reveal that experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading…

Describes Cuba's preschool reading readiness program, which emphasizes phonemic analysis. (AEA)

Examines the notion that words are sometimes perceived with greater ease than letters and that word shape sometimes plays a role in the perception of words. The data collected from 40 Israeli kindergarteners revealed that beginning readers found it easier to identify single letters than whole words, thus refuting the above notion. (Author/AS)

This book examines the basic principles of the cognitive psychology of literacy and explains how insights gained from that theory can inform and improve reading, spelling, and writing instruction aimed at adults. The following are among the topics discussed in the book's eight chapters: the principles of cognitive psychology (the nervous system,…