The influence of context on recognition of words (decoding) and identification of word meanings was examined by presenting 160 test words in list and narrative forms to 16 reading disabled adolescents, 16 normal adolescent readers, and 16 younger normal readers. Relationships between decoding problems and language difficulties were explored.…

The purpose of this study was to investigate the relationships between kindergarten children's preschool experiences and their reading readiness skills. A sample of 42 children, randomly selected from a population of incoming kindergarten students at an upstate New York elementary school, was studied. Prior to entering kindergarten, interviews…

This pamphlet discusses the need for reliable standardized tests for the selection and classification of Welsh-dominant students in Wales and for the evaluation of their language skills. Because of the correlation in performance, the standardized word-recognition test described here applies to predominantly Welsh-background individuals and not to…

The effectiveness of a model for training word recognition was tested with 60 eeucable mentally retarded children (mean age 10 years). Thirty Ss, randomly assigned to the experimental group, were given 14 weeks of training on the model's seven component skills (such as the ability to construct a word given an initial sound), while the 30 control…

A structured tutoring technique utilizing the services of parents and high school students was devised. A study was carried out in Provo, Utah, with 10 children in each of six groups--three kindergarten and three first-grade groups consisting of one control group, one with parent tutors, and one with student tutors. The tutors were given a manual…

The Instructional Objectives Exchange (IOX) collected for several subject areas objectives and measurement items based upon curricular material either submitted by teachers, schools, and school districts, or generated by the IOX staff. Contained in the reading collection are 93 objectives and related evaluation items for grades 7-12. For the most…

The purpose of this study was to investigate to what extent the knowledge of letter names, letter sounds, or the combination of both facilitates the acquisition of word recognition ability. Forty-eight first graders were pretested and posttested on their knowledge of letter names and sounds, and measures of auditory and visual discrimination…

This collection of 20 papers, initially presented at the International Reading Association convention in Anaheim in May 1970, is aimed both at those preparing to teach and those actively teaching. Part 1, Basic Reading Skills: Methods and Content, has three articles on word recognition skills, each aimed at different grade levels, followed by…

This collection of 20 papers, initially presented at the International Reading Association convention in Anaheim in May 1970, is aimed both at those preparing to teach and those actively teaching. Part 1, Basic Reading Skills: Methods and Content, has three articles on word recognition skills, each aimed at different grade levels, followed by…

Reports on a study of six fourth grade reading groups that were observed to see if vocabulary instruction was a priority, what kinds of vocabulary instruction occurred, and what shaped teaching decisions. (JC)

Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)

Exemplary teacher research has established that explicit teaching plays a vital role in the K-12 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn easily. The book identifies 22 major skills and strategies associated with vocabulary development,…

Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)

An experiment in which 90 undergraduate students were tested on simple and complex versions of a word-span task with high and low frequency words suggests that both word knowledge and a content-free working memory play causal roles in the relationship between word span and higher level cognitive tasks. (SLD)

To examine how young children learn to read new words, we asked preschoolers (N = 115, mean age 4 years, 8 months) to learn and remember novel spellings that made sense based on letter names (e.g. TZ for "tease") and spellings that were visually distinctive but phonetically inappropriate. Children who were more knowledgeable about letter names…