Describes an experiment measuring response latency which required subjects to make a word-nonword decision in response to a visually presented item. (AM)

A study was conducted to test the thesis that teaching word recognition skills in a manner compatible with the learner's auditory or visual modality preference would facilitate beginning reading instruction. A group of 62 students in two first grade classrooms was studied; one class stressed the presentation of words as whole units, the other…

A study was conducted to investigate the ability of children to determine meanings of derived words that have undergone a pronunciation shift while retaining a close orthographic relationship to their base words. A researcher-designed test was constructed using derived words that had their base word included in a "core list" of words at or below…

As a contribution to research on the reading behavior of adult beginning readers, two experiments were performed with adults reading on the first, second, and third grade levels. The experiments sought to determine whether the pattern of developing strategies in these adults differed from evolving patterns in children learning to read; differences…

This study investigated alternate methods of letter discrimination pretraining and word recognition training in young children. Seventy kindergarten children were trained to recognize eight printed words in a vocabulary list by a mixed-list paired-associate method. Four of the stimulus words had visual response choices (pictures) and four had…

Experiments with 81 college students and 48 fifth graders investigated the role of one form of intra-word orthographic redundancy--the characteristic asymmetric spatial distributions of letters of the alphabet across serial positions within words. Adults were sensitive to letter positional distributions, as were fifth graders who were good…

Describes "Easy Steps to Reading Independence" (ESTRI), a new phonics-linguistics approach. Provides field study data that show statistically significant advantages for ESTRI in eight out of fourteen cases. (RL)

Notes the problems young readers often have in decoding words of three syllables or more that appear in their textbooks and offers three solutions to the problem. (JC)

Investigated children's use of context to facilitate word recognition and comprehension-monitoring processes in oral reading of connected prose as a function of grade level and decoding skill. Found no overall contextual facilitation of word recognition accuracy; however, less skilled decoders were helped by context in decoding some content words.…

Reexamines two current, popularly held views about reading: the relative importance of word perception versus the reader's attention to the larger syntactic and semantic redundancies of the text. Some recent findings suggest the seriousness of the difficulty for those who cannot read high-frequency simple words. (Author/DB)

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)

Third- and fifth-grade children were presented with a picture-naming interference task to examine the effects of printing words in mixed typecase on children's automatic word processing. (Author/MP)

Neither remedial nor nonremedial readers indicated willingness to skip words but remedial readers were less willing to skip over letters in a word. Remedial readers also showed a heavy emphasis on phonics. (Author)

Conditions were examined in which second and third graders used context to identify words. The data indicated that good readers were predominantly text-driven, while poor readers used more context clues. (MKM)

Explains six tasks which require comprehension of words and which can be used to teach beginning readers. (MKM)