This study explores the effectiveness of different methods of presenting words to children of both lower and upper-middle socioeconomic backgrounds. (HOD)

Argues that many studies using dictionary-sampling methods to estimate vocabulary size are misleading (generally too high) principally because the definition of a word is too liberal. Finds that the average number of different words known by a college student is 16,785. (MG)

Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Uses picture-word interference tasks to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Finds that achieving and nonachieving fourth-grade readers show similar automatic recognition of both familiar and less familiar words. (MM)

Examines the effect of graphic, phonological, and graphic-and-phonological information on Chinese character identification by 22 Mandarin-speaking Taiwanese graduate students. Finds that graphic information plays an essential role in Chinese character identification, while phonological information does not enhance the accuracy of identification.…

Examines the strong vs the weak relationships between word recognition in isolation and in context hypotheses. (HOD)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Provides an alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition. (HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Good readers in grades 5 and 6 read material changed to include particular types of orthographic anomalies to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. (HOD)

Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)

Investigates the use of graphic and contextual information in word recognition and the extent to which good and poor readers are flexible in their ability to trade off one type of information for another when the situation warrants. (HOD)