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Groff, Patrick – Reading Horizons, 1975
Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)
Descriptors: Beginning Reading, Primary Education, Reading Instruction, Sight Method

Groff, Patrick – Reading, 1974
Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)
Descriptors: Beginning Reading, Literature Reviews, Primary Education, Reading Instruction

Cunningham, Patricia – Reading Horizons, 1979
Suggests a variation on the language experience approach designed for groups of nonverbal children. (MKM)
Descriptors: Beginning Reading, Language Acquisition, Language Experience Approach, Language Handicaps

Kibby, Michael W. – Reading Research Quarterly, 1979
Reports on an investigation of the effects of teaching first grade children two sets of six words by phonics and sight word methods in three instructional conditions with either a selection or production response. (MKM)
Descriptors: Beginning Reading, Grade 1, Phonics, Primary Education

Ehri, Linnea C.; Roberts, Kathleen T. – Child Development, 1979
First graders were taught to read words either in printed sentence contexts or printed singly on flash cards. Post-test scores indicated that context-trained children learned more about the semantic identities of printed words, while flash card-trained children could read the words faster and learned more about orthographic forms. (JMB)
Descriptors: Beginning Reading, Comparative Analysis, Elementary School Students, Learning Processes

Spaai, Gerard W. G.; And Others – Journal of Educational Research, 1991
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)
Descriptors: Beginning Reading, Feedback, Foreign Countries, Grade 1
Guillemette, Michele – 1979
A total of 12 kindergarten children participated in a study to determine whether children with auditory learning disability would achieve significantly better scores in reading when taught by the sight method as compared with the phonetic method of instruction and whether such children would exhibit significantly better self-concepts when placed…
Descriptors: Hearing Impairments, Learning Disabilities, Longitudinal Studies, Phonics

Miller, Etta – Elementary School Journal, 1979
Descriptors: Auditory Perception, Beginning Reading, Grade 1, Learning Modalities
Cullingford, Cedric – London Educational Review, 1974
Criticizes the 'Look and Say' method of teaching reading, asserting that it assumes that most children will learn to read by themselves, that it leaves out those children who need to be taught to read, that it can actually teach a child not to concentrate, that it teaches memory, and that it helps the child to accept his disability. (Author/JM)
Descriptors: Beginning Reading, Curriculum Development, Disadvantaged Youth, Educational Needs
Koehler, John, Jr.; Bennett, Rosalie – 1972
Three scanning/encoding training conditions were compared with a control condition in transfer tasks involving learning and recognizing six minimally contrasting, single-syllable word-like forms. The scanning/encoding treatments failed to differ from the controls in prereading kindergarteners, which was attributed to the difficulty of the transfer…
Descriptors: Kindergarten Children, Primary Education, Reading Instruction, Reading Processes

Barbetta, Patricia M.; And Others – Journal of Applied Behavior Analysis, 1993
Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)
Descriptors: Beginning Reading, Developmental Disabilities, Error Correction, Instructional Effectiveness
McAllister, Elizabeth – 1989
To whet the curiosity and interest of teachers who may be frustrated with the reading vocabulary achievement of pupils, an informal study compared Piaget's cognitive development theory, recent brain research, and the reading process, and examined how the theory and research apply to reading instruction. The Gestalt Process Approach to teaching…
Descriptors: Beginning Reading, Cognitive Development, Decoding (Reading), Grade 1
DeVries, David L.; And Others – 1975
This study tested the effectiveness of Teams-Games-Tournament (TGT) for teaching basic reading skills. TGT is a classroom management technique which uses cooperative student teams, instructional games, and interteam tournaments in a particular combination. Fifty-three third-grade students were randomly assigned to either a TGT or a control…
Descriptors: Basic Skills, Beginning Reading, Grade 3, Language Ability

Baker, Graeme – Educational Review, 1980
Transcriptions of a teacher using the "look and say" method of teaching reading to her beginners grade are analyzed. Methodological problems are identified and related to the children's view of the reading process and to their views of themselves as learners. The language experience approach is also discussed. (Author/KC)
Descriptors: Beginning Reading, Case Studies, Comparative Analysis, Language Experience Approach
Sudia, Dell – 1985
To determine whether learning words can be accomplished effectively using the computer, 11 first grade children in an experimental group were taught specific sight words on the Apple computer as compared to the teaching of those same words to 11 children in the classroom using flashcards. A total of 25 words was taught over a five-week period. The…
Descriptors: Beginning Reading, Comparative Analysis, Computer Assisted Instruction, Grade 1
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