Compares use of two decoding strategies in fifth-sixth grade normal and dyslexic children, and younger normals reading-aged-matched to the dyslexic students. Finds dyslexics lag behind age-matched normals in use of both strategies, and behind reading-age-matched normals in use of analogies, but not rules. (RS)

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)