This longitudinal study of children from preschool through fourth grade examined code-related and oral language precursors to reading. Findings indicated that the relationship between code-related precursors and oral language is strong during preschool. During early elementary school, reading ability is predominately determined by kindergarten…

Ten second graders with reading disabilities were presented with the visual analog of an auditory phonological training approach (intrasyllable discrimination) previously studied. Results indicated that children receiving the intervention significantly improved their phonological processing abilities. (SLD)

Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on…

In order to help kindergartners and first graders who need extra work on their literacy skills, this book offers a plan for teaching phonemic awareness and letter sound correspondence. The plan in the book is a developmentally sequenced, 11-week program to give students repeated opportunities to practice and enhance their beginning reading and…

Two experiments examined the role of phonemic processing in disabled readers. The first involved disabled and nondisabled second and fourth grade readers' ability to identify and discriminate phonemes. The second examined the effect of phonemic stimuli training on disabled readers who performed poorly in the first experiment. Training…

The present study employed discrete trial procedures to compare the performance of skilled and less-skilled third and sixth grade readers (N=37) on picture, letter and word naming tasks. It was assumed that if lack of proficiency in reading skill is due to a general name-retrieval deficit, then the skilled readers would be able to name each…

This paper offers seven practical suggestions to teachers who are teaching phonics to hard-to-teach children (the learning disabled, the educable mentally retarded, slow learners, and the culturally disadvantaged) and who are not experiencing the success they desire. The suggestions are made under the following topics: (1) cumulative learning and…

Eighty children in first grade classes differing in the amount of letter-sound instruction daily were administered tests of phonemic segmentation, reading, and spelling three times during the year. No classroom differences in phonemic segmentation were found, but classrooms with more letter-sound instruction showed more spelling and reading…

Reports on the perceptual discrimination of segmental and suprasegmental phones by Japanese learners of English. Results reveal that early learners showed better discrimination performance than normal learners and confirmed the usefulness of learning English at an early age. (16 references) (Author/CK)

This Manual provides the foundation for a reading and spelling course which avoids use of the phonic method. Instead of teaching the word as a whole and afterward subjecting it to phonic analysis, this Synthetic Method takes the sounds of the letters for the starting point, and with these sounds lay a foundation firm and broad, upon which is built…

This report discusses the results of a study of children's spelling errors to determine whether vernacular black English (VBE) speakers and standard English speakers (SE) infer different underlying phonological representations according to their respective dialects. Subjects included two groups of beginning second graders from schools in two…

Investigated word reading abilities in Argentine Spanish-speaking children learning to read in Spanish. The study compared the performance of skilled and less skilled readers in phonological recoding, knowledge of grapheme-phoneme correspondences, and phonemic awareness. Findings indicate that the children rely on phonological recoding strategies.…

Explored the notion that children's difficulty in reading is a sign of a general inability to selectively attend to parts of perceptual wholes. Children and adults classified triads of spoken syllables and visual objects. Classification of speech was related to reading and spelling ability, but not to classification of visual stimuli. (BC)

Three experiments examined the effect of practice on the acquisition, retention, and generalization of children's skill in rapidly naming visually presented words. Found that, although poor readers did not become as fast as good readers in naming words, they made gains in the time required to access names from print. (PAM)

Studied the relationship between the ease with which children use orthographic analogies and their reading skills. Results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rhyme sensitivity, but less well on visually/orally presented rhyme tasks.…