The miscues of 22 blind braille readers ages 6-21 were analyzed using Goodman's Reading Miscue Inventory, and compared to those reported for sighted readers. Results revealed greater similarities than differences. For example, print and braille readers had approximately the same proportion of miscues in substitutions, omissions, and insertions.…

Presents five experiments that examine the ability of first graders, fourth graders, and adults to make causal inferences that explain how an unexpected and inconsistent "outcome" follows from an initial premise in a story. Results indicate that referential and causal coherence are empirically separable and should be distinguished…

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Intended for teachers of grades K-2, this book is a practical resource manual designed to provide step-by-step suggestions for assessing and instructing students' phonics skills and strategies. It presents phonological awareness as a foundation and preparation for phonics instruction and integrates the two so they become reciprocal. In addition,…

An intense debate exists around the most beneficial and successful method for teaching young children how to read. On the one side is sight-reading or the look-say method which promotes learning to read by immediate recognition of words learned through "memorization." In contrast to the sight method, the phonics method aims at teaching…

Presents a structural approach to word pronunciation consisting of six guides that do not require distorting a word's appearance in any way. (TO)

Contends that the differences between spoken and written syllables make the teaching of syllabication as an aid to increased decoding skills questionable. (TO)

Research supported by contracts of the Advanced Research Projects Agency, Department of Defense, with the Human Performance Center, Department of Psychology, University of Michigan. (RS)

Two roles for phonological recoding, as a back-up mechanism used when visual word identification fails and as a self-teaching mechanism for visual word identification, are examined in view of research findings on development of reading comprehension and on the relationship of reading disabilities and phonological processing deficits. Teaching…

Four experiments examined the "distinctiveness of encoding" hypothesis with respect to recall of text materials. Specifically, they investigated: (1) recall of distinctively versus nondistinctively encoded material; (2) readers' interactions with the semantic base of the text; (3) encoding and recall of semantic content; and (4) the role…

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

A method of teaching phonics to primary grade disabled readers which combines analytic, synthetic, and linguistic methods is described. The method involves starting with sight words, starting phonics synthetically with consonants, teaching other consonants analytically, adapting linguistic methods for vowels, and encouraging the use of context.…

Identifies several reasons why children do not enjoy reading, including rote learning, unjustified reduction in number of words contained in primers, patronizing of the reader, unnatural sentence structure, and teacher dominance. Describes a Swiss reading program as an example of a better alternative to American primers. (DC)