Numerous reviews of the experimental research conclude that phonics is indispensable in word recognition instruction. However, there have been numerous objections to phonics teaching over the years. Some of the intolerance of phonics teaching reflects a lack of knowledge about the subject. Critics suggest that phonics hinders children's learning…

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…

This Kamehameha Early Education Program (KEEP) report describes the development of a systematic program for teaching academic readiness skills to kindergarten children who require special help to develop attentional behaviors. The progress of eight kindergarten children (five boys and three girls) is described to illustrate the merit of the…

In the neurological impress method the teacher sits slightly behind the child, a book is held jointly, and the teacher and child read aloud simultaneously with the teacher directing his/her voice into the child's ear as the child slides a finger along each line following the words as they are spoken. No attempt is made to teach sounds or word…

The beginning reading method explained in this book combines a phonics approach with a sight word/basal reader approach, a method which the author used during her many years in the classroom. The author has found that children can become independent readers in two to four months and may read from 10 to 200 books independently in the first year.…

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…

Ten auditory and ten visual aptitude measures were administered in the middle of first grade to a sample of 58 low readers. More than half of this low reader sample had scored more than a year below expected grade level on two or more aptitudes. Word recognition measures were administered after four months of sight word instruction and again after…

Three moderately mentally retarded students, aged 8-11, were taught to read words commonly found on community signs. Error percentages were similar for both progressive time-delay procedures and constant time-delay procedures, but the constant time-delay procedure was slightly more efficient in direct instructional time and number of sessions to…

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…

Describes a method used to teach lipreading to deaf children in Germany. The presentation of a printed word on a flashcard with its spoken counterpart produced dramatic improvements in lipreading, speech, and reading development. (MB)

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)

Reviews the 1886 reading research findings of J. McK. Cattell, and their confirmation by E. B. Huey in 1908; points to considerations that militate against accepting the Cattell/Huey evidence on word recognition processes as support for pedagogical practice. (GT)

Considers the relationship between decoding and sight-word reading. Investigates whether to use the whole-word method or to build decoding skills before introducing sight words. Sets up five goals to address these issues. Concludes that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. (SC)

Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or…

The primary focuse of the research project reported in this paper over a five-year period has been on investigating the effectiveness of vocabulary teaching strategies, with particular emphasis on the two semantic-based instructional strategies of semantic mapping and semantic feature analysis. A series of five varied studies evaluated these…