This publication presents fundamental ideas necessary for effective teaching of word recognition as part of the reading process. Chapter 1 defines and discusses word recognition techniques. The second chapter reviews word recognition techniques and discusses how they aid the reader in unlocking words. Exercises and suggestions for teaching word…

A laboratory and a classroom study were conducted to determine if verbal association learning would be facilitated by visual discrimination training. Kindergarten children who could not recognize the letters used were the subjects for both studies. In the laboratory study, 90 subjects were randomly assigned to the experimental group (E) which got…

This paper identifies and discusses the factors to be considered in selecting the words for beginning reading instruction. Vocabularies for beginning reading are based on the child's oral language, the child's interests, sound-letter regularity, and common words as found in written literature. In addition, there must be a balance among the various…

The demonstration project was designed to develop a teaching method and instructional materials that would emphasize syntactic meanings of words for deaf preschool children. The teaching method was developed with a group of six deaf preschool children, and then demonstrated and modified in five other schools for the deaf. The teaching method was…

Undergraduates learned to read words spelled with novel letters under phonics or whole-word conditions through several overlearning trials, and vocalization latency of word recognition responses was measured. Whole-word instruction resulted in word recognition mechanisms similar to fully automated mechanisms, but phonics instruction did not.…

The effectiveness and efficiency of two commonly used teaching strategies in reading (contextualized practice alone, and decontextualized coupled with contextualized) were compared with six learning disabled first-grade boys. Journal availability: see EC 112 927. (Author/DLS)

For journal availability, see EC 092 078. Described are specific suggestions for organizing sight words to be learned by educable mentally retarded pupils. (CL)

The aptitude treatment interaction hypothesis of Kaufman and Kaufman was investigated by examining the effects of matching teaching strategies with cognitive processing strength to increase disabled readers' (N=57) word recognition skills. Although results indicated a pattern supporting the predicted aptitude-treatment interaction, differences…

Suggests that automaticity in decoding, a prerequisite for skilled reading, results from direct instruction in decoding skills and extended practice in comfortable reading materials. (ARH)

Use of a tape recorder as an assisted reading technique with four fourth graders resulted in decreased frequency of errors in oral reading for each student during the first session, as well as over the duration of the 43-day assisted reading phase. (JW)

Compares the effectiveness of two types of classroom vocabulary instruction with a noninstruction type homework assignment. (FL)

Offers strategies to use when students are not able to achieve a high level of accuracy in story reading. (FL)

Examines word recognition through a research review indicating that words are only one of many units that are processed during reading. Discusses features that occur within words but retain significance only across text and explores some of the cuing systems of printed language used by beginning and skilled readers at both the word level and…

Designed for use by individuals studying on their own, teachers, self-help groups, audiologists, and other professionals working with individuals with hearing impairments, this manual provides 23 lessons for learning to lip-read. The lessons are organized to help the lipreader recognize how sounds look when they are spoken, thus leading to…