There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

Describes a phonetic spelling scheme called "Rational Spelling" that is claimed to be easy to learn and use and that could be used to encourage students to read and write freely at an early age. (SR)

Describes a study designed to determine the order of introduction of the common phoneme-grapheme correspondences needed for use in decoding written words in the elementary grades. Includes tables showing the order of introduction of vowel and diphthong phonemes and of consonant phonemes, and presents a teaching hierarchy for introduction of…

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)

Uses a tongue-in-cheek approach and enumerates 12 culprits that historically have created havoc among children in their quest to learn to read and understand the English language, including word attack skills, graphemic-phonemic relationships, compound words, homographs, semantic analysis, and more. (SR)

Discusses a study conducted to determine the approaches and techniques pupils used to pronounce actual unknown words. (JM)

The purpose of this article is to present an integrated alphabetic approach that "simultaneously" teaches letter sounds and formations. We share with you the research that supports this integrated approach and present the procedures to implement this approach. Further, we document the effect of using this new integrated alphabet approach on the…

Supports the view that letter-name knowledge aids the child in learning to read. (RL)

Concludes that beginning reading instruction organized around a phonic decoding model effectively teaches beginners how to decode novel (untaught) words, and that sound blending is important in this process. (RL)

Argues there is ample evidence of the prime significance and hierarchical character of the print medium, and of an absolute need for individual letter recognition from the outset of instruction. Discusses the role of the alphabet and its relationship to its precursor speech sounds for the developing learner. (RS)

Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…