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…

First and second graders studied words by means of a talking computer system that highlighted and pronounced orthographic units in words that were touched with a light pen. Results suggest that presenting words as wholes is at least as helpful for short-term learning as presenting them segmented. (LB)

The present study examined associations of levels of phonological awareness to word recognition in Korean and English in a 1-year longitudinal study of 91 children from Masan, Korea. With performances on tasks of speeded naming, vocabulary, and Korean Hangul in 2nd grade statistically controlled, only Korean syllable deletion predicted unique…

It is well known that developing a love of language helps children become successful readers and writers, and one way to teach children to love words is to introduce them to poetry. This article describes the Sallye B. Mathis Elementary School, a challenged urban school in Jacksonville, Florida, is full of children who love words because they love…

Teaching children to read letters first is regarded by many theorists as the foundation on which the teaching of words should be based. To test this assumption, 26 nursery school children were presented four items (two letters and two words) in a paired associate learning paradigm. The subjects were randomly divided into two groups for the purpose…

The effects of four language units to teach inner-city children to read words and syllables were compared using 86 children from 4 kindergarten classes in an Oakland, California, elementary school. The language units and beginning reader approaches utilizing them were: the grapheme/phoneme (synthetic), the morpheme (similar spelling pattern), the…

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)

Two experiments are reported in which mismatched sounds and spelling were studied in Dutch pseudo-words used as stimuli in English lexical decision experiments. Results show mismatches in spelling or sound result in longer latencies for Dutch pseudo-words than for their nonword controls, supporting a cooperation model of lexical access. (MSE)

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…

This article reviews research on effective classroom reading instruction that finds dramatic reduction in reading failure occurs when explicit instruction is provided in phonemic awareness and decoding skills, word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. The need for small-group instruction for…

This article describes the usage of linguistic units and instructional strategies that facilitate word recognition for Latino kindergarten students who are beginning to read in Spanish. This case study was based on coding videotaped reading and language arts instruction of two bilingual kindergarten teachers at the beginning, middle, and end of…

Names hold great meaning for children and are, for many, the first word they learn to recognize by sight. Children have a great interest in learning to write their names as well as the names of their family and friends. Adults working with young children can take advantage of this interest to introduce a variety of early literacy concepts. Using…

This set of transparency masters provides information on a study of 52 adolescents with behavior disorders. The study assessed the value of teaching basic reading skills to at-risk 8th- to 10th-graders who were reading below the 4th grade level. Students were divided into three groups based on IQ level. The adolescents attended a foundation course…

A study examined when young children begin processing phonetic cues for reading. Subjects were kindergartners selected and classified by their ability to read preprimer and primer level words on a 40-word list--prereaders (0-1 words known), novices (1-11 words known), and veterans (11-36 words known). Subjects were given reading practice with…

The reading research and relevant literature examined in this paper focus on the role that "orthographic regularity" plays in word recognition. Orthographic regularities are those features of printed English words that reduce the uncertainty of what letters might be present. The paper considers three theses: rapid word recognition, which…