Confirms the hypothesis that readers mediate the identification of unfamiliar words by comparing the unknown word to known words and parts. (RB)

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

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)

The purpose of this study was to compare student's tested recognition of the Dolch 220 words with their responses to the 220 highest frequency words found by Kucera and Francis in their "Computational Analysis of Present-Day American English." Subjects consisted of 155 second graders and 179 third graders from classrooms in four schools…

The theoretical orientation based on perceptual development, proposed by Piaget in 1961, is the starting point of this investigation. According to Piaget, the perception of the young child is "centered" on dominant aspects of the field. With maturity, perception becomes "decentered" and progressively freed from the field. The…

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…

Studies accurate recognition of letters in different types of letter strings when time to inspect the strings is limited in second- or third-grade children. Compares results of children with naming speed deficits and phonological deficits. Provides some support for the hypothesis that failure to automatize letter recognition interferes with letter…

This research project was designed to explore suitable operant methods to assure successful acquisition of some initial formal reading skills by first and second graders. The subjects were 12 pupils diagnosed as predicted reading failures by failing scores on four or more subtests of a 10 test battery suggested by DeHirsch, Jansky, and Langford…

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)

THE ABILITY OF SECOND GRADERS TO PRODUCE TACHISTOSCOPICALLY PRESENTED LETTER SEQUENCES AND DISCRIMINATE AND VOCALLY REPRODUCE AUDITORILY PRESENTED WORDS WAS STUDIED IN THREE EXPERIMENTS. THE READING DISABILITY GROUP WAS FOUND TO BE SIGNIFICANTLY AND CONSISTENTLY INFERIOR TO THE CONTROL GROUP IN REPRODUCING THE VISUALLY PRESENTED LETTER SEQUENCES…