An investigation of a programmed method of beginning reading instruction utilizing phrases and sentences as basic verbal units

Reading has long been recognized as the one skill basic to all other educational endeavors. Reading instruction occupies a position of primary importance in first grade curriculum and continues to receive only slightly less emphasis throughout the remainder of the primary years. Reading instruction has been and continues to be a topic of much discussion, debate, theorizing, and investigation. Some major areas of investigation have included the following: (1) the optimum age for beginning reading instruction, (2) the relative effectiveness of various conventional techniques of reading instruction, and (3) other more experimental approaches to reading instruction