The strategies used by children in word recognition are examined. A critical review of some of the classical research which has influenced current thinking about how words are recognized is presented along with a discussion of some of the errors which can be found in these studies. A five-stage model of how beginning readers learn to recognize…

Suggests seven classroom activities that might be useful in teaching word blends or portmanteau words. (DD)

This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

Teaching procedures for word analysis skills are described and followed by sample games and activities. The skills are listed in the following sequence: sight words, phonics (initial consonants, medial and final consonants, blends, digraphs, short vowel sounds, syllabication related to short vowel position, short vowel compound words, long vowel…

A framework for more apt and sensitive evaluation of generalized word attack skill--the heart of oral reading skill--is presented. The paper envisions the design and development of oral reading instruction as bounded by a fully-specified evaluation scheme. (Author)

Reports three studies about young children's knowledge of word structure and its relation to reading. Study I examined children's knowledge of the characteristics of printed words. Study II investigated aspects of word structure used by beginning readers. Study III investigated aspects of word structure used by readers at varying levels of reading…

Suggests using a compare/contrast strategy to teach students to read polysyllabic words. (MKM)

Describes a teaching unit on portmanteau words, such as "smog" and "petrodollars," which are created by truncating two words. (SJL)

Intended to help students improve their vocabulary and spelling skills, this booklet offers activities on synonyms, antonyms, homonyms (including homophones and homographs), and acronyms. It is suggested that the teacher present these types of words as members of the "Nym Family." Ideas for posters and books to be used as instructional…

This bibliography is the fifth edition of a work which lists published materials and unpublished theses and dissertations in vocabulary studies. Works included span the period from 1874 through December 1972. Sicty-nine categories are classified in three broad subject areas: acquisition and development, instructional materials, and research.…

Sixth-, seventh-, and eighth-grade remedial reading pupils who received training in the transposition of dictionary definitions into meaningful sentences scored significantly higher on tests of word meanings and sentence composition than did subjects who received no such training or those who practiced transposition but received no training. (MJB)