Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)

The effectiveness of two approaches for teaching beginning sight words to 30 trainable mentally retarded students (mean age=148 months) was compared. (Author/SBH)

Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…

Sixteen moderately mentally retarded children, aged 9-13, were trained in sight words by manipulating pictorial stimuli (fading versus nonfading) in relationship to the word stimulus location (superimposition versus juxtaposition of picture and word), to orient the learner's attention to the word. Subjects who were trained using superimposition…

Describes two subject-paced reading experiments in which word-reading times were collected using the moving-window method. Finds that reading times of content words increase more steeply than reading times for function words. Discusses results in terms of buffer models of reading, the processing of different lexical classes, and hypotheses which…

Compares the effectiveness of direct instruction and basal reading instruction in basic word attack and comprehension skills. Finds students' acquisition of basic sight word vocabulary to be greater when taught by direct instruction than by basal instruction. (RS)

Three youths with mental retardation and behavior disorders were taught functional sight words that supported participation in recreation activities in community settings. Direct instruction with in vivo word find activities was demonstrated to be effective in promoting acquisition of functional sight words. Word recognition was maintained at…

This study compared the effects of trial repetition (1 response within 5 trials per word) versus response repetition (5 response repetitions within 1 trial per word) on sight-word acquisition for 3 elementary students, ages 9 and 12, with learning disabilities in reading. Trial repetition resulted in more words mastered. (Author/SW)

Response practice variables for learning spelling and sight vocabulary were studied in 4 experiments involving a total of 18 rehabilitation clients and adolescents with developmental disabilities or behavior disorders. The experiments specifically examined the "cover write" method, written versus oral practice, less versus more response practice,…

The study, with four mildly retarded primary-age students, found that constant time delay was an effective instructional strategy when students were taught to read sight words and that incidental learning also occurred as each student acquired some nontargeted spelling information. (Author/DB)

Describes four global areas (children's literature, thematic approach, language experience, and interactive computer software programs) in which meaningful context is used to increase poor readers' sight and expanding reading vocabularies. Describes teaching procedures for each of the areas that help poor readers choose the types of context that…

The purpose of this article was to examine the effect of base rate occurrence of race, sex, and student achievement on the accuracy of a problem-solving model of assessment and teacher referral. All students in first and second grade (n = 182) at a participating school were exposed to four screening measures. Students who performed poorly on at…

This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…

The complete texts of 250 trade books for children in the primary grades were analyzed by computer in order to identify recurring two- and three-word strings. Of the 202,763-word sample that resulted, 89 two-word strings occurred 100 times or more, and only two three-word strings occurred more than 100 times. These frequencies represent,…

A total of 158 children from seven kindergarten classes participated in a study that compared the effectiveness of a context emphasis approach for teaching sight words with an approach that emphasized the distinctive features of the words presented alone. Within classes, the students were assigned in equal numbers to the treatment conditions:…