The Instructional Objectives Exchange (IOX) collected for several subject areas objectives and measurement items based upon curricular material either submitted by teachers, schools, and school districts, or generated by the IOX staff. Contained in the reading collection are 93 objectives and related evaluation items for grades 7-12. For the most…

The purpose of this study was to investigate to what extent the knowledge of letter names, letter sounds, or the combination of both facilitates the acquisition of word recognition ability. Forty-eight first graders were pretested and posttested on their knowledge of letter names and sounds, and measures of auditory and visual discrimination…

A tutoring guide prescribing procedures for teaching naming and sounding of letters and decoding of nonsense words was developed. A sample group of kindergarten and first graders was randomly assigned to experimental and control groups. The tutoring guide was distributed to chosen tutors (parents and high-school students). The tutors met with the…

This collection of 20 papers, initially presented at the International Reading Association convention in Anaheim in May 1970, is aimed both at those preparing to teach and those actively teaching. Part 1, Basic Reading Skills: Methods and Content, has three articles on word recognition skills, each aimed at different grade levels, followed by…

The success of remedial reading programs is often attributed to the teaching method used. This study was carried out to investigate the effect that motivation has on reading improvement following remediation. Through a group Word Recognition Test (Carver, 1970) the 32 most severely retarded readers in a large elementary school were selected and…

This study was designed to investigate the differences in effectiveness in teaching sight words to kindergarten children by using words only (no-picture group), words and simple pictures (simple-picture group), and words and complex pictures (complex-picture group). The subjects were 30 kindergarten children selected from two kindergarten classes.…

This collection of 20 papers, initially presented at the International Reading Association convention in Anaheim in May 1970, is aimed both at those preparing to teach and those actively teaching. Part 1, Basic Reading Skills: Methods and Content, has three articles on word recognition skills, each aimed at different grade levels, followed by…

This annotated bibliography lists 27 Canadian doctoral dissertations in reading instruction written from 1928 through April 1971. Each citation describes the research investigations involved and the conclusions drawn. Some of the topics covered include: (1) remedial reading, (2) reading achievement, (3) perceptual skills, (4) parental…

The 1970-71 evaluation of the Title VII bilingual education program in the Edgewood Independent School District in San Antonio, Texas, is presented in this report. The report discusses the program with regard to (1) curriculum development, (2) staff development, (3) community involvement, and (4) the pre- and post-tests given to the students. The…

A study to analyze selected shortwave broadcasts in terms of the Flesch formula for readibility is presented. The study attempted to qualify elements of style based on their scripted word usage and to compare and contrast the news broadcasts of four countries in terms of gross listenability. A number of studies were conducted which applied the…

Reports on a study that sought to test theories which predict that spacing between two items to be learned improves the probability of remembering at least one of the items. (AM)

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

Compares word-attack and comprehension skill mastery of 65 native Spanish-speaking upper elementary students in a bilingual English/Spanish program and 55 native Spanish-speaking students of the same grade levels in an English monolingual program. There was no significant difference in the word-attack skills of the two groups but the bilingual…

Reports on a study of six fourth grade reading groups that were observed to see if vocabulary instruction was a priority, what kinds of vocabulary instruction occurred, and what shaped teaching decisions. (JC)

Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)