Investigates first graders' use of analogy in word decoding. Finds students read more words correctly after exposure to analogous clue words, and a dictation task accounted for large proportion of variance on decoding of analogous words. Suggests results clarify previous research, specifically, the helpfulness of clue words in decoding by analogy…

This study represents an attempt to determine the nature and efficiency of the strategies used by prelingually deafened individuals for the recognition of written words with reference to an orthographic self-teaching concept (D. L. Share, 1995). A research paradigm asking the participants to make categorical judgments for real words and…

A study investigated whether developmental patterns found in an earlier study were related to spelling and if salient structural features of words for word recognition contributed to spelling performance. Word recognition (decoding) and spelling data were taken from the normative sample of the Kaufman Test of Educational Achievement. Data were…

In an absolute frequency judgment task, 130 sixth graders received either high-frequency (Hi-F), low-frequency, high-meaningfulness (Lo-F/Hi-M), or low-frequency, low-meaningfulness (Lo-F/Lo-M) words selected from the 1944 Thorndike-Lorge list. Subjects were asked to either pronounce the words aloud, listen to the examiner prounounce the written…

Reading is a process in which interactions between the surface and deep structures of the language bring about understanding.

Analyzes possible reasons for decoding errors. (MKM)

Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Reports a study indicating that decoding speed and spelling are distinguishing factors in reading comprehension, but that differences in comprehension cannot be attributed solely to differences in decoding speed. (HTH)

The use of visual phonics can help beginning readers or reading-disabled students overcome difficulties in word learning. The technique enhances the ability to identify grapheme-phoneme correspondences (usually appearing in the middle of words and useful for decoding) and prompts the learner to generalize these correspondences from one word to…

Twenty fifth- and sixth-grade normal and disabled readers learned the meaning and pronunciation of unfamiliar words varying in length and in letter-sound regularity and complexity. Naming accuracy and latency were more strongly related to both regularity and complexity for disabled readers. (Author/BS)

A discrete-trial reaction time methodology was employed measuring speeds of skilled and less skilled readers in naming colors, pictures, numbers, letters, and words. Less skilled nondyslexic children don't exhibit a general name retrieval deficit; rather, research shows phonological analysis skills are integral in early reading acquisition.…

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

Explores the role of phonological and syntactic awareness of 9- to 11-year-old Spanish-speaking learners of French in four components of second-language reading. Finds (1) phonological tasks in L2 better explain decoding; (2) word recognition through the visual route is best explained by corresponding ability in L1; (3) sentence comprehension is…