Reports a case study of the reading and spelling processes of a developmentally disabled child indicating that there was almost a complete lack of alphabetic functions, that reading appeared to be based on a "logographic lexicon," and that spelling was based on a letter sequence generator. (RS)

Reports that teaching educable mentally handicapped children to compare unknown words to words they already have in their sight vocabularies seems to improve their reading abilities. (FL)

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Gives advanced and novice readers in grade one and older disabled readers nonword reading and spelling tasks. Finds that disabled readers read as many nonwords and spelled as many words as beginning readers, indicating equivalent alphabetic knowledge. Finds that disabled readers took significantly more trials to read 16 target words, indicating…

To determine whether increasing decoding speed affects the comprehension of poor readers, two experiments were designed to test two groups consisting of seven good readers and eleven poor readers chosen from fourth and fifth grade. In the first experiment, poor readers were trained to read a list of words as rapidly as the good readers and were…

Explains the use of the Dolch List in the lower elementary grades. (FL)

Compares the reading performance of first grade readers of low, middle, and high abilities trained in listen-read, listen-alone, or read-alone procedures. Concludes that the listen-read procedure is an effective technique for low and middle ability readers in facilitating word recognition and reading comprehension. (RS)

The responses of 84 children (42 in kindergarten and 42 in first grade) while trying to identify sight words that were similar in sound (bowl/pole), similar in sound and shape (boat/boot), or dissimilar (cup/moon) yielded information about phonetic composition as a source of information by which beginning readers identify sight words. The…

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)

During sight word acquisition lessons, 11 mildly handicapped children, aged 6 to 11, were compared on questioning techniques--individual ordered questioning, or questioning requiring unison responding. Children learned the words taught with unison responding at a faster rate than the other words, though the difference was not great. (Author/JDD)

Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)

Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)

Investigates whether prereaders who knew all their letters are better at forming logographic access routes than letter-sound access routes into memory from words read by sight. Concludes that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues the letters…

The effectiveness and efficiency of stimulus fading, stimulus shaping, time delay, and a feedback only procedure were compared in teaching three adults with moderate developmental delays sight words. Results showed no clear advantage for any one procedure. The benefit of conducting a preliminary evaluation of instructional procedures during…

Three employees with moderate mental retardation who were nonreaders were taught to use sight words to self-initiate job tasks in competitive employment settings. Training resulted in the ability to read job-specific sight words, to use verbalized self-instruction, to use a self-monitoring checklist, to self-initiate work tasks, and increased…