Thirty-six nonreading children aged four and five years old participated in a study comparing the ease of learning words represented in traditional orthography (T.O.) and in three logographic systems: Carrier-Peak, Bliss, and Rebus. (The Carrier-Peak symbols, normally moveable abstract shapes, were converted to graphic form for the study.) The…

The purpose of this study was to determine if the Bransford and Franks linear effect is or is not a function of semantic integration. The subjects were 32 volunteers from two undergraduate psychology courses at the University of Georgia. Stimulus materials consisted of four meaningful (M) complex embedded English sentences and four meaningless…

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…

The purpose of this study was to determine the part of a word upon which first and fifth graders depend most in word recognition and to determine whether any change occurs between grades one and five. Fifty-six first grade students and sixty-three fifth graders were tested. The children individually read sixty words from flash cards presented by…

The major goal of this study was to investigate first grade children's ability to use initial letter, middle letter, final letter and word configuration cues to recognize words in context. Subjects were forty-six children, 23 boys and 23 girls, from both first grade classes of a private school in suburban Philadelphia. Three letter words were…

The purpose of this study was to design and test a remedial reading instructional strategy for word recognition skills utilizing specific intersensory transfer components. The subjects were 56 high school sophomores and juniors enrolled in special education classes. Eight subjects were randomly selected from each of seven special education…

A proposal that the normal reader does not pay attention to individual letters but to sets of features which are characteristic of a word as a whole is presented and tested in this investigation. It was hypothesized that the reader learns (1) to extract distinctive feature information simultaneously from several parts of the configuration and (2)…

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…

This bibliography is the fifth edition of a work which lists published materials and unpublished theses and dissertations in vocabulary studies. Works included span the period from 1874 through December 1972. Sicty-nine categories are classified in three broad subject areas: acquisition and development, instructional materials, and research.…

This study compared accuracy of word identification in oral reading of materials in which polysyllabic words were spatially divided with performance on undivided materials of comparable difficulty. Retarded readers in junior high schools were tested with two forms of the Gilmore Oral Reading Test. The experimental form presented polysyllables…

The purpose of this study was to examine the extent to which a preassessment of motor development and perceptual skills predicts achievement in word recognition for kindergarten children. The instruments used for evaluation were the Lincoln-Oseretsky Motor Development Scale, Thurstone's Identical Forms Test, Wepman Auditory Discrimination Test,…

The basic purpose of this study was to determine the relation between word recognition and comprehension achieved when materials were read at various levels of readability. Also investigated were the lowest level of word recognition necessary to achieve a certain level of comprehension and the types of word recognition and comprehension errors…

Presents results of an investigation of visual cues which lead to word and letter recognition. (SL)

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)

Concludes that subjects' success in deriving the meanings of unfamiliar words was affected by prior experience with related words and by the strength of the surrounding sentence contexts, but that they did not combine the two information sources to yield higher vocabulary scores than obtained with either source by itself. (FL)