1.  Phonemic awareness and phonics instruction are the same thing.
	2.  Phonemic awareness must be taught since it is not a natural process.
	3.  Every child needs direct phonemic awareness instruction.
	4.  Over a period of time a single, clear-cut definition of reading has emerged.
	5.  The more meaningful learning is to a child, the more rapidly associative learning takes place.
	6.  Word calling and reading are synonymous.
	7.  Reading and the other language arts are closely related.
	8.  Content area instruction should not have to be interrupted for teaching of reading strategies; reading instruction should remain strictly within a special reading period.
	9.  No research supports the view that reading is a set of subskills that must be mastered and integrated.
	10.  Reading involves constructing the meaning of a written passage.
	11.  A close relationship exists between cognitive development and the growth of concepts about language.
	12.  Guided reading involves the assignment of students to fixed groups for instruction during reading.
	13.  It is wise to teach only a single approach to word attack.
	14.  The English language is noted for the regularity of sound-symbol associations in its written words.
	15.  Phonics generalizations often have numerous exceptions.
	16.  Basal reader workbooks are designed to teach reading skills and do not require teacher intervention.
	17.  Language arts instruction should be integrated throughout the curriculum.