Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Compared were the effects of three instructional strategies on the reading comprehension of six 9- to 11-year-old learning disabled students in a resource program. (BD)

Describes two experiments that examined word recognition processes of second, fourth, and sixth graders. Shows that older children use meaning frequency to narrow the amount of information kept active following word recognition. (HOD)

Examines whether eighth grade students acquired measurable knowledge about unfamiliar words while reading natural text. Suggests that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years. (HOD)

This book guides parents and children in developing strategies to figure out words. The first chapter, Skills for Identifying Words, presents general strategies for making sense of words, and for using the eyes and ears to identify words. The first chapter also offers listening and visual exercises. The second chapter, Using Phonics To Identify…

Provides an overview of three major categories of reading skills (word identification, comprehension, and rate) and of two basic types of study skills (those involving the location of information through reading and those involving organization of information) and shows how the skills are related to each other. (GT)

Examines a unified spelling and vocabulary instruction program for upper-elementary and middle-school students based on research investigating tacit and explicit knowledge of derivational morphology patterns and the orthographic expression of these patterns in semantically related words. Presents implications for and describes a systematic,…

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

As part of a larger effort to develop a test battery for diagnosing difficulties with various word recognition subskills among mainstreamed students in grades 2 through 5, four experiments were conducted to compare the abilities of good and poor readers to read a frequency-graduated series of irregularly spelled words first in isolation and then…

Forty-four junior high school students were randomly assigned to two vocabulary instruction treatments. One treatment used context-rich, three-sentence passages as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words.…

This paper contains a report of a theoretical investigation of contextual analysis (CA) that ranked this reading strategy as the most complex of four kindred word recognition skills although many current reading programs advance its use in the beginning stages of formal reading instruction. Three propositions are offered: CA holds kinship with the…

MUCH OF LANGUAGE ARTS TEACHING IS BASED ON THE ASSUMPTION THAT WORDS ARE NATURAL UNITS OF LANGUAGE AND THAT PRINTED WORDS HAVE ONE-TO-ONE CORRESPONDENCES WITH WORDS IN SPEECH. THE OUTCOME OF THIS ASSUMPTION IS TO EMPHASIZE THE DEVELOPMENT OF THE CHILD'S SIGHT VOCABULARY AND WORD PERCEPTION, ESPECIALLY IN RELATION TO THE TEACHING OF READING.…

This study involved the development of exercises for teaching the use of context clues in word recognition. Although authorities believe that context clues are best used in combination with other methods of word identification, such as phonetic analysis and word form, no hierarchy of difficulty among the many exercises for teaching context clues…

This book, intended for use in high school and junior college classes, is designed to introduce students to word study, with special emphasis on the use of the dictionary. The materials can be used for a full semester or longer, in various sections of an English class, or in private study. The author gives special emphasis to three particular…

The effects of the use of traditional series readiness workbooks and subsequent delay in beginning reading instruction on reading achievement at the middle and end of first grade were investigated. Fifty-seven percent of the children in a suburban school district used traditional readiness workbooks and of the remaining 43%, some used non-series…

This combination text-workbook is designed to provide the reader with the knowledge and skills necessary to teach problem readers how to read. Coupled with coordinated video tapes and student workbooks, the book can be used by teachers, parents, volunteers, tutors, and aides. Instructional material includes units on the reading process, learning…