This book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). The book not only identifies each claim, it also analyzes the research that backs…

The debate among major theorists of the whole-language approach (Kenneth Goodman and Frank Smith) and their critics (e.g., Philip Gough) is summarized. It concludes that the Goodman/Smith theoretical position has not stood the test of time, though some of their instructional recommendations may be valid for other reasons. (Author/DB)

Targeted to a wide audience, this book is a highly readable, nontechnical work without sacrificing the informative value offered by the relevant empirical research. The book is organized into three sections that discuss why it's difficult to learn to read; existing scientific evidence in reading research; and practical solutions, based on the…

A case study showed how a third-year teacher modified the socialized culture of literature-based literacy instruction she found in her second-grade classroom and teacher education program to reach particular children who were having difficulty learning to read and write. Aaron, the subject of the case study, was a second-grade African-American…

Presents a case study of a nine-year-old boy's reading and writing difficulties. Notes that instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. Provides an account of alternative approaches in assessing written language difficulties; and the role of the reader's belief…

Contends that becoming literate involves the socialization of attention. Discusses two modes of socialization, revealing and telling. Concludes that the final evaluation of any language theory is relevance to classroom practice. (CFR)

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You…