The acquisition of Literacy Project's basic goal is to determine the processes by which children learn to read, and to identify reasons many fail to learn. One part of the process is the formation of correspondences between letter patterns and the sounds for which they stand. To determine the extent of such correspondences, tests of pronunciation…

Study of 11-year-old Swedish-speaking learners of English (N=21) reading two passages from an English fairytale for meaning found that the subjects mainly made use of two knowledge sources (their mother tongue and previous knowledge of the tale) to comprehend the tale. (Author/CB)

Describes two microcomputer-assisted adaptations of traditional methods of teaching word recognition (alphabet-spelling method) and phonics (sound-symbol method) which are designed for use with students who have severe physical and communication handicaps, language disabilities, or fine motor problems. A clinical protocol is outlined for…

Providing information for preservice teacher education students and inservice teachers refreshing their knowledge, this self-instruction book addresses "word attack" or word analysis strategies, which are part of the strategies readers use to process written language for meaning. New to the sixth edition of the book are updated…

Reading is a complex activity that involves both perception and thought. Reading consists of two related processes, word recognition and comprehension. Learning to read is an important educational goal. Research has shown that there is a great deal of transfer from learning to read in one language to learning to read in a second language. This…

Compared "read schema activation," in which one group of Japanese women college students of English as a Second Language read a whole text related to the target text; and "written schema activation," in which a second group wrote about the topic of the target text. A control group read the target text twice. There were no…

Compared speech of kindergartners and first-graders from Turkey and America to investigate how characteristics of their spoken languages affect development of phonological awareness and how the relationship between spoken language and orthography affect phonological awareness and word recognition. Results suggest that characteristics of a spoken…

Thirteen poor readers, aged 9-12, listened to and read audiotaped stories, while 13 controls read from basal readers. Experimental subjects showed improved oral reading, whereas controls showed significantly larger gains in word attack skills. There were no between-group differences in silent reading, a cloze comprehension test, or isolated word…

Factors influencing English word identification performance of 27 Spanish-speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD)

Explores the "translation-recognition" task, using two experiments, one for adult Dutch learners of English and the second for people from the same population. Results suggest that translation recognition and translation production respond to the same manipulations, except when cognates and noncognates are focused on separately. (23…

This article describes two studies that examined the effects of pictorial and written annotations on second language (L2) vocabulary learning from a multimedia environment. In both studies, students were randomly assigned to one of four aural multimedia groups: a control group that received no annotations, and three treatment groups that provided…

This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgment (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word…

A year-long study of 131 second and third graders in 12 classrooms compared three daily 20-minute treatments. a) Fifty-eight students in six classrooms used the 1999-2000 version of Project LISTEN's Reading Tutor, a computer program that uses automated speech recognition to listen to a child read aloud, and gives spoken and graphical assistance.…

This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…

Based on the premise that diagnosis and correction are interwoven with reading instruction on a daily basis, this book helps preservice and in-service teachers acquire the skills necessary to make diagnosis and correction integral parts of their reading program. To achieve this goal, the book combines theory, basic knowledge and skills, practical…