Undergraduates listened to a list of words and nonwords. They then listened to a list of items, some of which contained phonemic variations of items in the first list, and stated whether items had been presented previously. Subjects made more recognition errors to items that had phonemic variations occurring near the beginning rather than the end…

Provides convergent evidence of a developmental sequence in kindergartners' emerging knowledge of word: beginning consonant knowledge facilitates a child's concept of word in text, which in turn facilitates phoneme segmentation, which in turn facilitates word recognition. (SR)

We tested the effect of local lexical ambiguities while manipulating the type of prosodic boundary at which the ambiguity occurred, using French sentences and participants. We observed delayed lexical access when a local lexical ambiguity occurred within a phonological phrase (consistent with previous research; e.g., '[un chat grincheux],'…

Three experiments using beginning readers of Dutch (seven and eight years old) as subjects provide evidence that visually recognizing the unique graphemic structure of words is important in word identification, even in early stages in learning to read. Results are discussed regarding the importance of building accurate graphemic entries in the…

This study, which extends Jeffrey and Samuels' study, indicates that children taught "sounds" learned more grapheme-phoneme correspondences and read more transfer words than did those taught "words." (HOD)

Reviews phoneme monitoring studies from 1969 to 1996 and groups them in terms of issues addressed with the task, including the contribution of the lexicon to speech perception, processing complexity, attention, contribution of prosodic information, and the basic unit of speech perception. Identifies and highlights task demands and artifactual…

This study examined effects of intrasyllabic units on lexical decision performance in 15 normal reading (NR) children and 15 children with reading disabilities (RD) in a transparent orthography (Spanish). Findings suggest that Spanish children with RD do not use correspondences based on higher level units (onsets and rimes) in visual word…

Considers if Hispanic and non-Hispanic second graders acquire knowledge of structural features of words in the same order and at the same rate. Reveals that both groups appear to be acquiring knowledge of the structural features of words at different rates, but in a roughly similar order with Hispanic learners lagging behind the non-Hispanic…

This study investigated the effects of highly decodable text and coordinated phonics instruction on first graders' word recognition strategies. The quantitative study sought to examine the validity of a major claim about highly decodable text--that it enables readers to apply phonics instruction to a greater extent than less decodable text. All…

In two separate studies, 100 South Korean kindergartners and 100 second graders were administered tests of speed of processing and phonological-processing skills as well as a Korean Hangul reading test. Speed of processing tasks were significantly correlated with most of the reading-related tasks but not with Hangul reading itself. Across studies,…

For students with moderate or severe disabilities, developing literacy skills is a critical component of successful communication, employment, and community participation. Finally, educators have a practical, concise guidebook for helping these students meet NCLB's academic standards for literacy. Appropriate for use in all settings, including…

The results of three projects concerned with auditory word recognition and the structure of the lexicon are reported in this paper. The first project described was designed to test experimentally several specific predictions derived from MACS, a simulation model of the Cohort Theory of word recognition. The second project description provides the…

IN A THREE-STAGE STUDY OF THE EFFECTS OF THE PHONIC AND LOOK-SAY METHODS OF READING ON THE TRANSFER OF READING SKILLS, 60 KINDERGARTEN CHILDREN WERE DIVIDED INTO A LETTER GROUP, A WORD GROUP, AND A CONTROL GROUP. MATERIALS USED WERE SIX GRAPHEMES DESIGNED DIFFERENTLY FROM ENGLISH LETTERS AND ASSIGNED TO SIX SINGLE ENGLISH PHONEMES. DURING STAGE…

This investigation was undertaken to identify the graphonemes inherent within the structure of those English words most likely making up the reading vocabulary of elementary school children. Such knowledge was deemed to be important in determining which words should be included in the content of reading materials designed for initial reading…