Rebuttal to an article by Montare, Elman, and Cohen (in a previous issue of this journal) which the author claims used an incorrect model of learning to analyze his research. (HOD)

In order to have both fluent reading and good comprehension, the student must be brought beyond accuracy to automaticity in decoding. (JH)

Reasons for reading difficulties are explored, such as failure to understand the language of instruction and the conventions of print, lack of time, etc. The "hypothesis test technique" is recommended for training students to use context, sentence meaning, and single letter cues to recognize a word. (JDD)

Research supported by the U.S. Office of Education and the Center for Research in Human Learning at the University of Minnesota.

Two separate studies were designed to investigate the effect of reading the first word of a pair on the speed of recognizing the second. One study drew its subjects from the college level; the other from the fourth grade. A Scientific Prototype Three-Channel Tachistoscope was used, and an erasing image was flashed immediately following the…

The strategies used by children in word recognition are examined. A critical review of some of the classical research which has influenced current thinking about how words are recognized is presented along with a discussion of some of the errors which can be found in these studies. A five-stage model of how beginning readers learn to recognize…

Debates the question of how automaticity in reading develops. Suggests that the traditional view of automaticity development (a result of limited attentional capacity) does not adequately describe the process. Discusses comparisons of alternative views of automaticity and the traditional view. (RS)

The hypothesis/test procedure training materials in reading and word recognition were field tested with 40 educable mentally handicapped children (9- to 13-years-old) and 29 control Ss. Three classroom teachers used the materials for approximately one-half hour a day for 15 weeks. Information was collected through weekly conferences, observations…

Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)

Examines the relationships among accuracy and latency of word recognition and comprehension by nonfluent readers and whether component letter or holistic processing was used in word recognition by these same readers. (HOD)

Subskills and strategies necessary to improve reading skills are considered. The hypothesis/testing model, useful at the intermediate reading level, is presented. Two experiments, with retarded and normal children, respectively, indicate hypothesis/test model success. Task analysis on model components is used to generate the seven subskills. (BJG)