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A Look Back: A Chronicle of Kappan's Coverage of the Reading Wars
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Preston, Teresa – Phi Delta Kappan, 2022
Reading instruction has been the subject of significant controversy for more than five decades, and Kappan has allowed advocates of many different types of reading instruction to make their cases in the magazine's pages. Teresa Preston chronicles the history of the reading wars as they played out in Kappan. Researchers and scholars have debated…
Descriptors: Reading Instruction, Phonics, Reading Strategies, Whole Language Approach
Learning to Read: The Great Debate 20 Years Later--A Response to "Debunking the Great Phonics Myth."
Chall, Jeanne S. – Phi Delta Kappan, 1989
Criticizes Marie Carbo's article, "Debunking the Great Phonics Myth" (in Kappan's November 1988 issue), for waging a relentless debate against phonics and falsely attributing low U.S. reading achievement scores to a phonics emphasis. Clears up confusions and inaccuracies in Carbo's article concerning first and second editions of the…
Descriptors: Elementary Education, Phonics, Reading Research, Reading Strategies
Beginning Reading Strategies in Children Experiencing Contrasting Teaching Methods.
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Sowden, Paul Timothy; Stevenson, Jim – Reading and Writing: An Interdisciplinary Journal, 1994
Finds no evidence to counter the assumption that reading begins with a logographic stage; teaching method had a significant impact on children's reading strategies; and several children taught using the whole word technique appeared to exhibit letter-by-letter reading. Suggests that letter-by-letter dyslexia might be an extreme form of a strategy…
Descriptors: Beginning Reading, Conventional Instruction, Dyslexia, Instructional Effectiveness
Context as a Polysyllabic Decoding Strategy.
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Hall, Dorothy P.; Cunningham, Patricia M. – Reading Improvement, 1988
Reports a study of readers' use of context and letter sound as polysyllabic decoding strategies, and a study of the effect of intervention strategies on subjects who do not effectively use context. Concludes that intervention strategies do not improve the performances of students who are not good users of context. (RS)
Descriptors: Context Clues, Decoding (Reading), Intermediate Grades, Reading Research
The Reading Abilities of Beginning Readers of Brazilian Portuguese: Implications for a Theory of Reading Acquisition.
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Cardoso-Martins, Claudia – Scientific Studies of Reading, 2001
Investigates strategies beginners use to learn to read words in a relatively regular writing system, Brazilian Portuguese. Finds strategies used depend on the method of instruction (phonics or whole-word), similar to what happens for children learning to read English. Suggests any differences between children learning to read more or less…
Descriptors: Beginning Reading, Decoding (Reading), Instructional Effectiveness, Phonics
Reading Styles Research: "What Works" Isn't Always Phonics.
Carbo, Marie – Phi Delta Kappan, 1987
Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…
Descriptors: Beginning Reading, Early Reading, Elementary Secondary Education, Phonics
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness.
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Byrne, Brian; And Others – Reading Research Quarterly, 1992
Discusses a study of the relationship of Australian elementary school students' word reading strategies to comprehension level, reading time, and phonemic awareness. Reports that performance in reading both irregular and nonsense words is a reasonably good predictor of subsequent performance. Recommends remedial training for students lacking…
Descriptors: Decoding (Reading), Elementary Education, Foreign Countries, Longitudinal Studies
On the Nature of the Differences between Skilled and Less-Skilled Comprehenders.
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Oakhill, Jane; And Others – Journal of Research in Reading, 1986
Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)
Descriptors: Critical Reading, Elementary Education, Memorization, Memory
The Effects of Two Sight Word Teaching Methods on Featural Attention of Children Beginning to Read.
Ceprano, Maria A. – 1987
Designed to add to the existing knowledge base concerning the saliency of features used by children to identify isolated words, a study examined whether the method of instruction influences the extent to which various features are used for word identification and recall. Subjects, 117 kindergarten students from a suburban Buffalo, New York, school…
Descriptors: Beginning Reading, Behavior Patterns, Context Clues, Decoding (Reading)
Reading Process and Practice: From Socio-Psycholinguistics to Whole Language.
Weaver, Constance – 1988
Based on the thesis that reading is not a passive process by which readers soak up words and information from the page, but an active process by which they predict, sample, and confirm or correct their hypotheses about the written text, this book is an introduction to the theories of the psycholinguistic nature of the reading process and reading…
Descriptors: Basal Reading, Beginning Reading, Content Area Reading, Early Reading