The second in a series of six articles on typewriting as a communication skill. Discusses the feasibility of utilizing the typewriter as a tool for corrective reading instruction and describes briefly some materials recently developed for this purpose. (HD)

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)

Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…

Kindergarten students were taught words with or without pictures to test the focal attention hypothesis that pictures interfere with sight-word learning. In this study, pictures presented with words facilitated rather than hindered learning. (MKM)

This training study combined within-subjects (N=12) comparisons of several literacy tasks with individual case studies of first and second graders with dyslexia over a five-month reading intervention. Training focused on phonological awareness, letter-sound associations, and guided reading. The children made significant gains in standard scores on…

Examines the efficacy of a computer assisted instruction system designed to help junior high school remedial reading students increase their reading motivation by immediately providing definitions for unknown words. Finds that the program increases students' reading rates and actively engages students in reading novels. (RS)

The study examined the effectiveness of using sign language (Signing Exact English) to facilitate reading in students classified as trainable mentally handicapped. Results indicated that subjects learning to read words with an accompanying sign identified and retained significantly more vocabulary than did students learning to read in a…

This study with 12 2nd- and 3rd-grade students with mild disabilities compared memory for new reading words following instructional sessions in which either word meaning or phonic cues were emphasized. The phonic instruction resulted in a greater number of words remembered either within sentences or on word lists. (Author/DB)

At prekindergarten screening, 84 children were evaluated with the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Developmental Test of Visual-Motor Integration. Two years later, teachers' ratings of the students (now in first grade) on reading performance indicated that students with poor sight-word vocabularies performed lower on the…