Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of…

Gives a brief description of the features of Esperanto: phonetic spelling, a regular grammar with no exceptions to rules, an international vocabulary with a rule for adding new words, and a word-building system making full use of affixes. (Author/MES)

This collection of palindromes, pangrams, acrostics, word squares and word ladders, visual and numerical puzzles, silly names, and much more is designed to delight, surprise, and challenge both the novice and the expert player of word games. It uses the metaphor of a busy, cosmopolitan city to showcase three facets of words: forms of letters,…

Discusses two questions concerning entering first graders' abilities in language awareness: what are the connections from skills knowledge to beginning reading for these children; and what additional skills or experiences are needed that will help these children move toward reading on their own? (NH)

This article takes a brief look at the research on using letter-sound blending and word-family reading instruction for teaching word recognition to students with reading difficulties. It then examines the effectiveness of combining these two methods. Ideas for implementing both methods in the special education setting are included. (Contains…

Describes the structured internalization spelling method, which uses a series of small, graduated steps to teach students with learning disabilities to transcribe phonological sounds (phonemes) as alphabetic letters (graphemes) onto paper. The implementation of the program and the benefits of structured internalization are presented along with a…

This article presents 20 activities to promote phonemic awareness in students, including teaching nursery rhymes, playing the "I Spy" game using initial sounds of words, creating a sound box, having students sort picture cards based on initial sounds, playing phoneme deletion games, and having students clap and count syllables. (Contains 4…

Summarizes linguistic research on the sound, shape, and meaning of phrases, and describes several classroom procedures for helping students become aware of the phonological rules underlying spoken English and incorporate that knowledge in developing a written voice. (MM)

Compares the phonetically regular orthography of Spanish with the phonetic inconsistencies of English. Reports on the role of phonics in six popular Spanish reading programs. Notes that the regularity of the Spanish language is compatible with the use of systematic phonics for reading instruction. (MM)

This article applies research findings to the teaching of phonics, and outlines four instructional steps: (1) introduce letter-sound correspondence in isolation, (2) teach students to blend sounds to read words, (3) provide immediate feedback on oral reading errors, and (4) provide extensive practice. (JDD)

The intervention described in this article focuses on providing extra spelling instruction to young children who experience difficulty with literacy learning. The CASL Spelling Program is designed to teach children basic sound/letter combinations, spelling patterns involving long and short vowels, and common spelling words that fit these patterns.…

This news digest issue, which accompanies a bibliography titled "Learning Strategies for Students with Learning Disabilities", focuses on two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first…

A discussion-oriented, direct approach to teaching decoding and spelling based on word origin and structure is proposed. The instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. (Author/JDD)

Focuses on the effect of word-recognition instruction on later reading success for all students, particularly students experiencing difficulties with early reading. Instructional principles are offered for teaching essential elements of word recognition: letter-sound correspondence, regular word reading, story reading, irregular word reading, and…

Describes a stage structure concern for children and phonics. Discusses that among all of the cognitive concepts and abilities constructed by young children, quantitative operations are most closely associated with early successful use of phonics. (JK)