The purpose of this study was to determine the effectiveness of matching modality aptitudes to classroom-based reading instruction. (RB)

Examines the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Finds that children with a second grade reading vocabulary demonstrate a generalized effect of orthographic structure when searching for multiple word targets and when searching for members of a…

Evaluates the relative importance of graphic and contextual information in word recognition, as well as the relative importance of several specific sources of contextual information (lexical, semantic, syntactic, discourse) among second-, fourth-, and sixth-grade students. Finds that students use more graphic than contextual information at target…

Reports on a study that examined the abilities of first and second grade pupils to read true and altered spellings of words they had either previously read correctly or had misnamed. (HOD)

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)

Investigates the degree to which practice in isolated word recognition affects children's speed of recognizing words presented within a sentence context. Finds that increased speed of word recognition interacts in a compensatory fashion with reliance upon context as an aid to word recognition. (RS)

Concludes that the size of a word recognition unit is sensitive to reader skill and context condition. (HOD)

Reports on a study that investigated the transfer effects produced by three different word recognition strategies among children in the second, third, and fourth grades. (HOD)

The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)

Examines the comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers in grades two, four, six, and eight reading both silently and orally. Finds a greater number of altered words were identified in the oral compared to the silent reading mode in grades four, six, and eight. (RS)