Provides an alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition. (HOD)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

Contains a response to Harry Singer's comments (see EJ 217 553) about a previous article in this journal on focal attention by M. Arlin, M. Scott, and J. Webster (see EJ 206 153). Attempts to show that Singer's statements in the critique reflect some errors and misconceptions. (MKM)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)

Reports on a study testing the validity of the Names Test, an individually administered phonics assessment. Provides support for the Names Test's validity by showing it to be significantly correlated with established tests of word recognition and decoding ability. (SR)

Explores how the native speakers of English and nonnative speakers of English in adult basic education classes present different reading behaviors. Suggests that adult basic education teachers should not only be aware of how much decoding students know but also to what extent they actually use that knowledge when reading. (SG)

Distinguishes four phases in the development of sight word reading: prealphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic. Suggests that this system represents the regularities that underlie the written forms of English words that all learners must internalize to build a fully functioning sight vocabulary. (RS)

Examines the efficacy of three assisted reading techniques designed to address reading fluency deficits: repeated reading, oral previewing, and tape-recorded assistance. Reviews procedures and the research base for each. Discusses classroom implications. (SR)

Examines the effects of onset and rime awareness on children's recognition of spelling patterns in written words. Reports that onset-rime awareness was associated with word ending similarities, whereas word beginning analogies appeared to involve higher-level phonological skills. Suggests longitudinal research regarding the issue. (SG)

Examines the roles of orthographic, meaning, and phonological processors in children's word recognition. Finds that graphemic complexity accounted for the highest amount of variance at each level, with other variables shifting across age in a pattern consistent with a stage development model of word recognition. (RS)

Describes the "Failure Free Reading Program," based on effective principles identified in research on successful reading programs. Key steps in teaching word recognition and comprehension skills include previewing, listening, presenting content from the story, reading, and reviewing the story. Significant differences in performance were found.…

Investigates word and nonword reading in German- and English-speaking children. Suggests that low orthographic consistency, as in English, necessitates the use of complex and error-prone strategies in phonological recoding (translating printed words into spoken equivalents), whereas high consistency, as in German, allows phonological recoding into…