Reviews the literature in the Educational Resources Information Center (ERIC) on teaching spelling and word attack skills at the elementary level. (RB)

Analyzes first grade children's perception of written word boundaries after a year of reading instruction, concluding that children have little idea what words are after their first year of instruction. (RB)

A recent study of neologisms has restated the prominent position of the lexicon from a linguistic point of view. From the perspective of language teachers, it is evident that an adequate vocabulary plays a crucial role in the ability to communicate in a foreign language. The fact that the lexicon is a major component of a language has caused the…

Taking a psycholinguistic approach, this paper presents an overview of vocabulary and word identification instruction. Sources for instructional procedures are discussed rather than detailed suggestions for teaching procedures. Five approaches to word identification are examined: sight vocabulary development, phonic analysis, structural analysis,…

Focuses on four kinds of reading/writing actions which readers and writers need to perform and which are based on two actions necessary to phonic competence: the blending of sounds together (synthesis) and the splitting of a sound into its component parts (analysis). (JM)

This study seeks to determine the extent to which elementary school children utilize the approaches which were taught them in their word-analysis (Decoding) program. (Author)

Research supported by the Cooperative Research Program of the U.S. Office of Education, CRP-S-378.

A reading program developed to teach the minimum set of skills which enable children to recognize words as rapidly as possible through direct instruction in left-to-right orientation, blending, rhyming, and sounds is described. The materials for the program consist of teacher presentation notebooks used by the teachers in working with small groups…

This curriculum guide is intended to assist Latin teachers in the School District of Philadelphia in achieving one of the goals of Latin instruction: the development of word power in English through a structured study of Latin roots and affixes. The guide may be used in two different ways. First, it may form the basis for a separate…

An instructional package was developed to help junior college students weak in word attack skills related to phonics and the ability to discriminate by the most efficient use of the auditory, visual, and analytical faculties. The programed package was designed to permit the student independence and privacy and to introduce a rapid and emotionally…

This book is designed to provide teachers with the information necessary to help their students to cope successfully and independently with unfamiliar words. Three sources of aid in word identification are discussed, to provide a balance to the current overemphasis on phonics decoding as the only way for children to identify words. The three areas…

Finds that third and fifth graders were able to select characters containing the correct radicals (a component of Chinese characters that provides information about the character's meaning) even when the characters as a whole were unfamiliar to them. Finds that good readers displayed more awareness of radicals than poor readers. (RS)

Explores the development of 280 students across 7 grades in spelling and word knowledge as well as their pattern of use of lower- to higher-order strategies in their attempts to spell words, write derivations, and display syntactic knowledge. Older students gradually make less use of lower-order strategies in spelling, writing derivations, and in…

The authors recommend a reading tutoring lesson framework, in a checklist format, to guide volunteer tutors during tutoring sessions for children in elementary grades 1-3. The reading tutor checklist is intended to be used by literacy coaches, reading specialists, and classroom teachers to train literacy volunteers in schools. The checklist…