Study investigates whether the i.t.a., as well as two other revised orthographies, facilitate the perception of linguistic structure. (Authors)

Summarizes the work of those seeking to analyze orthography and the experimental, historical, and cross-national data which bear on the behavioral effects of writing system characteristics. (Author)

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)

Good and poor readers, 15- and 16-year-olds and adult literacy students, were compared in their ability to produce graphemic representations for four specific phonemes. Good readers were significantly better than poor readers at representing the critical phonemes, but intentional ambiguity had a similar effect on all. (MSE)

Children with reading and/or spelling difficulties were examined to test ability to read and spell using correspondence rules and whole-word rules. Children deficient in both reading and spelling skills had difficulties using correspondence rules to spell and read and difficulties with whole-word reading and spelling. (Author/DB)

Jorm's proposal (EJ 205 636) that developmental dyslexics resemble brain-damaged deep dyslexics is not grounded on firm evidence. Holmes' likening of developmental dyslexia to acquired surface dyslexia at least demonstrates clear similarity between the errors made by the two groups. (Author/CP)

Problems arising from using ESL materials which rely heavily on contractions (orthographic phenomena) to present blendings (phonological phenomena) are identified. Discussion of the contractions of be, have, not, the modals, and several blending patterns will help teachers exploit orthographic clues in teaching pronounciation. (PMJ)

Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)

Children 7, 9, 11, 13, and 15 years of age were tested on their ability to identify simultaneous and time-staggered dichotic consonant-vowel stimuli. (JBM)

This article discusses a study designed to obtain some information regarding the nature of the awareness children have of their own articulatory activity and the level of mental development at which this awareness appears. (Author/CFM)

Analyzes the various factors affecting the decline or the maintenance of the distinction between /e/ and /E/ in Poitou, France. (AM)

A phoneme confusion matrix consisting of 1,620 spontaneous speech errors was analyzed. It is shown that there is no tendency for linguistically unmarked consonants to replace marked consonants and that sound segment errors almost always involve the movement of unitary segments and not the movement of component distinctive features. (SW)

Reports on research indicating that the results of a study conducted by D. D. Johnson and R. L. Venezky (reported in the Summer 1976 issue of this journal) are not generalizable to nonproficient adult readers, suggesting that the vowel cluster pronunciation preferences of adult readers vary as a function of reading competency. (GT)

Reports on two experiments, one performed on infants, the other on adults, designed to examine the issue of categorical perception of speech contrasts in infants in relation to linguistic processing and the innateness theory of speech perception. (AM)