Analyzes phoneme-grapheme relationships of vowels and reports common phonemes in accented and unaccented, open and closed syllables. Bibliography and tables. (MD)

Discusses the effectiveness of two techniques of teaching vowel knowledge--the vowel-in-isolation approach and the phonogram approach. (FL)

Reports on a study that examined the abilities of first and second grade pupils to read true and altered spellings of words they had either previously read correctly or had misnamed. (HOD)

Reports two experiments supporting the hypothesis that with reading experience, children identify the systematic relationship between pronunciation and orthographic structure and utilize that knowledge in the pronunciation of unfamiliar words. (HTH)

In response to criticism of a previous study, this paper reports a revision of a proposed phonics rule "when there are two vowels, one of which is a final e, the first vowel is long and the final e is silent" (cradle), which is called the VCE (Vowel Consonant E) rule. Following an introductory section, the paper examines previous research, citing…

This paper analyzes evidence related to the effectiveness of vowel generalization from two viewpoints: the nature of letter-sound and sound-letter relationships as derived from Dewey, Hanna, and Hillerich, and the nature of these relationships as derived from results of teaching vowel generalizations to children. From the evidence and the research…

To test F. J. Morrison's conceptualization of reading disability as the failure to master the complex irregular system of rules governing sound-symbol correspondence in English (1980), a study investigated the speed with which disabled and normal readers processed short vowels, long vowels, and vowel digraphs. Subjects consisted of two groups of…

Reports on research indicating that the results of a study conducted by D. D. Johnson and R. L. Venezky (reported in the Summer 1976 issue of this journal) are not generalizable to nonproficient adult readers, suggesting that the vowel cluster pronunciation preferences of adult readers vary as a function of reading competency. (GT)

A study was designed to investigate the auditory-visual integrative abilities of primary grade children for five long vowels and five short vowels. The Vowel Integration Test (VIT), composed of 35 nonsense words having all the long and short vowel sounds, was administered to students in 64 schools over a period of two years. Students' indications…

Reports on a study in which high and low ability elementary school students pronounced synthetic words exemplifying certain phoneme grapheme correspondences. Compares these pronunciations to principle pronunciations indicated from type counts of letters and clusters appearing in a selected word corpus. Concludes that the technique led to greater…

The main purpose of this study was to structure and compare two series of grapheme-phoneme correspondence and phonics generalizations. The first series of correspondences and generalizations is designed for seriously disabled readers in grades 3-9 and was derived through a phonemic analysis of the first 1,500 words of the Heritage list ( The…