The effects of the Edison Responsive Environment, a computerized typewriter on the development of primary reading skills are discussed. Subjects were 27 3- and 4-year-old children from lower and middle socioeconomic classes. A three-phase program taught these children to relate the names of letters to their upper- and lowercase graphic symbols, to…

Research on the acquisition of sight reading vocabulary by learning disabled (LD) and normal children is reviewed. Studies are explained to have measured the effects of such variables as mode of presentation, amount of practice, and redundancy. Reported is the general conclusion that LD children do not perform as well as normal children on the…

The purpose of this study was to find the most effective method for teaching sight vocabulary to kindergarten children. The sample was selected from a surburban community which ranked above average with regard to education, income, and occupations as compared to the rest of the state and nation. One hundred and twenty white kindergarten children…

This investigation was undertaken to identify the graphonemes inherent within the structure of those English words most likely making up the reading vocabulary of elementary school children. Such knowledge was deemed to be important in determining which words should be included in the content of reading materials designed for initial reading…

This study replicated and validated the Dolch basic sight vocabulary investigation. Dolch's method of compiling his list of 95 nouns was also replicated. Some discrepancies were found between the replication study and Dolch's investigations--a few words were left off the lists, although they apparently met all the criteria for inclusion, and a…

This paper compares a recent revision of the Dolch Basic Sight Vocabulary with four recently published word lists to find words common to at least three of the four word lists which were not on the Dolch list. These lists were consisted of the 500 most frequent words from the American Heritage Intermediate corpus, the 188 high frequency words from…

In order to study the signal-sight reading learning and the factor structure of intellectual abilities at preliterate moderate and severe levels of mental retardation (IQ 25-55), a test battery of items covering six hypothetical factors was constructed and administered to 80 preliterate mentally retarded subjects. The four factors extracted…

The study evaluated the relative effectiveness of three variations of a computer program designed to increase the sight-word reading vocabulary of 17 learning-disabled children in grades 1,2, and 3. No differences among the visual-only, the visual-auditory, or auditory-only presentation modes were observed. (Author/DB)

Seven junior high age TMR students were instructed to recognize sight vocabulary words using handwriting or typing activities. Typing speed increased at an accelerated rate and accuracy in copying words by typing was consistently superior to copying by handwriting: typing activities were as effective as handwriting activities in promoting sight…

Joanne, a seven year-old Down's syndrome child, participated as a student in a first-grade peer tutoring program to improve sight word recognition. (Author)

Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)

Eight children were taught associations between the written and spoken versions of words by a "talking" computer. These children increased their sight vocabularies by an average of 128 percent; a comparison group had a 34 percent increase. (Author)

Presents two activities for building elementary school students' vocabulary skills and increasing their knowledge of phonics and spelling patterns. The primary activity involves word mapping. The intermediate activity helps students pronounce and understand unfamiliar, multisyllabic words. A reproducible page on vocabulary strategies is included.…

Primary-aged students (N=5) with moderate mental retardation were taught to read environmental sight words and assessed for observational cross-learning of other students' words. Results indicate that the constant time delay method was effective in teaching sight words to four students and all students acquired some information targeted for other…